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Certification
Training
APPLYING PESTICIDES CORRECTLY
INTRODUCTION
This booklet was prepared for Forest Service employees In the Southern
Region to provide information
on pests and their management for persons
wanting to become certified
pesticide applicators.
This booklet will help
toward that goal.
The se3 f-study guide, “Safety Training for Forestry Herbicide Applicators,11
should be studied before starting
this training;
for a knowledge of the
material in the applicator’s
handbook is required as a foundation for
understanding
the data in this booklet.
This is a self-study
guide, that is, a true/false
and multiple
choice test
follows each lesson.
Answers to the test questions are provided
immediately following
each test.
By taking the test after reading each
lesson and then checking the answer, you will be reinforcing
your knowledge
These tests will not be graded. Their purpose is to
of the text material.
help you learn, therefore,
there are not trick questions.
You should,
however, read each question carefully
and select an answer with the same
care to find the best answer.
At the beginning of each lesson Is a list of terms you need to understand.
The definitions
of these terms are not provided there, but must be found in
the glossary.
This is another way to help you learn.
If you write in your
definition
in pencil, then check the glossary and make any necessary
corrections,
you will be strengthening
you understanding
of these important
words. Without a thorough understanding
of these terms, you cannot fully
canprehend the material In the rest of the lesson.
Be sure you have mastered each lesson before you go on to the next one.
you are doubtful
about any points,
go back and re-read the parts In
question.
Underline or make notes in the margins to help you find
important facts.
This Is your workbook. Use it to your advantage to
become a more knowledgeable,
safer, and a more efficient
user of
pesticides.
If
This guide, along with classroom instruction
will give you the factual
material you need to knaw to use pesticides correctly
and to earn your
certifjcation
as a restricted-use
pesticide applicator.
Remember that you
must exercise good judgement as well as possess factual Information
to work
with pesticides
safely and effectively.
-
Remember, too, that you are a public servant, using your abilities
to
foster good forest management for the benefit of all citizens.
Courtesy
toward all members of the public, and a sincere effort
toward understanding
No matter
their needs and wishes are as important aa technjcal
competence.
to the public you JUX the Forest Service.
As you
what your position,
continue to study, you will be continuing
a proud tradition
of service to
your cormnunity and to your Nation.
ii
.
I
Cerntification
Training
APPLYING PESTIClDES
CORRECTLY
CONTENTS
PACE
rt*c?fx!e
.
.
.
.
.
L(!:::.mrl
1 : Inl.~*oduc:I. ion
Lesson
2: Toxicology
I.t:s:;on
3: The Pestitr?de
.
.
.
Lo
Pe::I,icide::
- Parks
Label
Votm~lations
Lo:::;on
Service
5: Pesticide
Policy
.
Law::,
.
.
Lesson
6 : u:t i tie PestA
ad
7: Pe::tlci.de
Ci11 J l)r*nl~.l on .
Lt!:i:KJrl
8:
Lctr.:;or, 9:
Pl.ant
.
,
l
.
.
.
.
.
.
.
l-1
.
.
.
.
.
.
2-3.
.
.
.
.
.
.
3-.1
.
.
.
4-L
and Forest
. . .
.
.
5--l
5-l
and Adjuvants
Safe1
.
.
.
.
.
.
.
Equipment
.
. .
.
.
.
.
.
y
.
(V3iqpn,
c: AgenLs
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
10: Weeds - ‘lhc::;
L~:::::cIII
11 : Vt~hebr~al
O:.:;ilt’y
.
.
a. l?cs::t :i
.
Snail:;
..........
................
iii
i
.
.
Pe::tti
Lt~::orj
Cl
.
A11p3icatJon
. . .
.
Disea:
.
Regulations,
.
. . .
cj des
.[nver*tetwatc:
.
l-6
Lt : :mn 4 : Pestivlde
Lc:won
.
and Slugs)
.
A.
Peatioidss
are ohmical
subst5noes or biologioal
organisrs
used to oontml
They are useful
and neoe55ary
tcols to uintain
tba staadwd8
of
pests.
quality
we have 0008 to exprot
within
our sooiety.
They help the furor
to
produoe
abundant,
high quality
produota,
help to control
diwases
that have
a direot
influenoe
on our health,
and help protwt
our home8, lawns,
and
Forest
owner5 and sr5
ust
oope with mny insoots
and
gardens.
dibea858,
wemls and other
plant5
that oompate with desirable
trees
for
food,
water, and runlight.
Those pwts
are an ever-present
problem
from a
tree’5
seedling
stage through
maturity.
Yet pestloidea
are not without
disadvantages.
They are expmaiveI
and must be usad with aare to a85ure
the safety
of the u8w md the l aviroamnt.
Poatloides
lnolude:
--
ohmiolls
used
to kU1
--
oh5aloa25
used
to
-- ohemioalr
B.
p55tr
attraot
uaod to rq@ato
(iwludlng
or
repel
plant
pl&,s)
pests,
growth,
md
or to remove
the
leaver.
rglllLS
How well
do you know 8ome of the term5 that are Important
in the u5e of
pestioides?
Test your knowledge
of them by writing
down the definitions
To oheok your an8uer8,
refer to the glo88wy.
for the term
below.
1. Pestioid5
2.
Inorganio
3. Organio
4. Systemic
l-l
5. Phytotoxlcity
6. Adsorption
c. -
iQ&&&-s&&L~:
speeds-up or otherwise
plant growth.
Here are some of the things you should
know in order to choose the right
pesticide
and use it most effectively.
Pesticides
are chemicals used to
destroy,
prevent,
repel, or control
Seventeen of them are listed
pests.
They are used for the pests
below.
indicated.
&asecti&&:
. .
icide:
D_efoliant:
Removes unwanted plant
leaves without
killing
the whole plant
immediately.
as
&&&@I&:
Dries up plant
stems, and insects,
&&&r&i&:
m:
&&g&&&&:
&i&&z
&&&&:
B:
and snails.
Nematodes.
Repellent:
Attrw:
Pesticides
Fungi.
These are made from minerals.
Minerals
of past use are arsenic,
oopper, boron,
lead, mercury* sulfur,
tin and zinc.
Examples: lead arsenate,
Bordeaux
and Paris green.
mixture,
Bacteria.
Plant.
Rodents.
Birds.
Fish.
Mollusks,
such as slugs
Synthetic
B:
weasels,
and
Pesticides
can be grouped according to
their chemical nature and how they
work. Four groups of pesticides
are
reviewed in the following
sections.
Mites.
Inorganic
J&&&ig:
leaves
TEE NATURE OF PESTICIDES
Insects
&aricj&:
Mites,
ticks and spiders.
m:
stops,
changes normal
Vertebrate
foxes, etc.
Keeps pests
Lures
pests,
Organic
Pestioides
such as
These are often referred
to as man-made
pesticides.
They contain carbon,
and one or more other
hydrogen,
elements such as chlorine,
phosphorus,
Examples: 2,4-D,
and nitrogen.
atrazine,
captan, parathion,
and
malathion.
away.
pest.
l-3
.
L
m:
Plan’zDerivad
Pestiaides
Kill
pests
by contact,
a-:
Substance circulated
in an
animal’s
blood system or tranalocated
within a plant.
This category of chemicals is extracted
or derived from plants or plant parts.
Examples: rotenone,
red squill,
pyrethrins,
strychnine
and nicotine.
Translocated
herbicideg:
Kill plants
when absorbed by leaves,
stems, or
roots;
they move throughout
the plant.
J&@&l&:
are inhaled
the pest.
Gases that kill
when they
or otherwise
absorhed by
qotico8&g&&a
: Prevent
clotting
of blood.
normal
&Q&Jy3:
More
toxic to some kinds
plants or animals than to others.
Nonseleative:
animals.
These include bacteria,
fungi,
animals
and birds.
None of these are
manufactured . They are organisms that
can be manipulated.
n:
their
Toxic
Affect
to most plants
pests
of
or
by changing
behavior.
Stomach toxiu:
swallowed.
Kills
when eaten
or
USING PESTICIDES
Pesticide
labels
contain many terms
that describe when and how to use the
pesticide.
You should know and
understand
these terms. They will
help
you get the best results from your
pesticide
without
harming you or the
environment .
Terms that tell you when to use the
pesticide
product --
HOWPESTICIDES WORK
Preemergence:
Pesticides
can also be grouped
according
to what they do. Read the
label to find out what each pesticide
will
do. The major groups are --
Make pests
unable
crops or
Preplant:
Used before
the crop is
planted.
Protectanta:
Applied to plants,
animals , structures,
and products to
prevent entry or damage by a pest.
E!!?i& S$3LiJ&&&:
produce offspring.
Used before
weeds emerge.
to
1-3
Postemergence:
Used after
weeds have emerged.
the crop or
Dormant spray:
ULIC~ while
host is dcwnmr t .
the: plant,
Fol lar :
plants.
strip
Band : Applied to a restricted
over or along a crop row or on or
around a structure.
Basal :
or just
Applied
to stems or trunks
above, the ground.
Broadoast:
the entire
Uniform applioation
treated
area.
Craok and crevice:
Applied in
structures
to cracks and crevices
pest may live.
- .- _. -
I);rr’ctd
Terms that tell you how to use the
pesticide
product --
Applied
to the leaves
In-furrow:
Applied to,
furrow in whfch a plant
at,
of
or in, the
is growing.
Over-the-topi‘
Applied from above the
growing crop (compare to sidedress and
others).
over
Soil Applloation:
Applied
rather than to plants.
where
to the soil
d
Dip : Complete or partial
immersion of
a plant,
animal, or object in diluted
pesticide.
Applied to a small
spot:
over an individual
plant.
area,
such as
at a
Directed : Aiming the pesticide
specific
plant or a portion
of a plant,
animal, or structure.
Soil lnoorporation:
Use of tillage
implements to mix the pesticide
with
the soil.
Soil
soil
injection:
surf ace.
Applied
beneath
the
The rate and time of application
of
pesticides
are critical.
Pesticides
work best when applied at specific
Using them before or after the
times.
Band
l-4
also slow down or stop the activity
some pesticides.
Check the label.
correct
time reduces or even eliminates
their effectiveness.
Correot timing
may help reduce damage to nontarget
species.
Light also affects
the activity
of some
Some effects
on the target
pesticides.
species may be sooner during sunlight,
others sunlight
may begin to break down
the pesticide
from exposed surfaces,
reduoing activity,
Because all these chemicals work in
small amounts, be careful
to treat only
the intended
target,
and at the
Avoid getting
them on
prescribed
rate.
anything
else as a result
of drift
or
of residue in application
equipment or
the soil.
The ability
of a pest to resist
poIsionj.ng
1=acalled pesticide
Consider this factor when
resistance.
planning
pest control
pr*ograms.
Rarely
does any pesticide
kill
all the target
Each time a pesticide
is used,
pests.
it selectively
kills
the most sensitive
some avoid the pesticide,
individuals;
its
others are able to withstand
effects.
Pests that are not destroyed
pass along to their offspring
the trait
that allowed them to survive.
FACTORS AFFECTING
PESTICIDE ACTIVITY
Soil.
of
M
Organic matter in soils may limit
some
Soils with a high
pesticide
aotivity.
organic matter content may need higher
The soil
rates for good control.
texture
may also affect
the way
Soils with fine
pesticides
work.
particles
(silts
and clays) provide the
They may need
moat surface area.
higher rates especially
for the
Coarser soils
soil-applied
pesticide.
(sands) have less surface area.
Use
lower rates on them. Follow the label
instructions.
When we use one pesticide
repeatedly
in
the same place, the insects there
sometimes build up their resistance.
Some pests have become practically
immune to certain
insecticides;
however, most pesticide
failure
is not
Make sure
caused by pest resistance.
you have:
Soil moisture and rain affect
the way
some pesticides
work, especially
those
applied to the soils (soil active).
They also affect
how long pesticides
Most
stay on the soil and plants.
pesticides
work best with moderate soil
moisture.
Excess rain oan oause some
soluble pesticides
to leaoh more
through the soil.
Moderate rain is
good when pre-emergence
pesticides
are
applied
to the surface.
They are the
carried
into the soil to the pests.
However rain during or soon after
over-the-top
or foliar
applications
may
wash pestloides
off the leaves.
-used the correct
pesticide
-used the correct dosage, and
-applied
the pesticide
correctly.
PLANT GROWTHREGULATORS,
DESICCANTS, DEFOLIANTS,
AND ANTITRANSPIRANTS
Plant growth regulators,
desiccants,
defoliants,
and antitranapiranta
change
normal plant processes.
Work
Humidity and temperature
also affect
Moat
the way pesticides
work.
herbicides
work best when plants are
High relative
humidity
growing
fast.
and optimum temperatures
usually
contribute
to this fast growth.
High
temperatures
may reduce the activity
of
some pesticides.
Low temperatures
may
Plant
Growth Regulators
All plant parts are made up of tiny
cells that continually
Plant growth
multiply
and grow.
regulators
speed up, slow down, or
l-5
.
otherwise
affectkcell
reproduction.
growth
Deslocants
and
and Defoliants
Both materials
are used to get rid of
stems, and weeds. They are
leaves,
used on a limited
basis to pretreat
areas that are to be burned.
l-h
.
SELF TEST
AND
ANSWERS
L-7
1.
Pesticides
regulations,
--
_I
---__
2. If
a.
b.
c.
d.
e.
are chemicals used to control
pests.
which of the following
are classed
Chemicals used to
Chemicals used to
Chemicals used to
Chemicals used to
All of the above
you wanted
use a:
Because of government
as pesticides:
attract
or repel pests.
regulate
plant growth.
remove plant leaves.
coat plant leaves.
to speed up or slow down the growth
of seedlings
you would
-- . ..-. a. Plant growth regulator
.___ b. Desiccant or defoliant
__-- c. Both of these
3. Match the following:
___
___
-
a.
b.
c.
d.
Avicide
Nematicide
Pisoicide
Predacide
4. A pesticide
-
___
---
most likely
to be used to kill
crawling
insects
would be:
a. A contact pesticide
b. A stomach poison
c. None of the above
5. A translocated
--
1. Controls
nematodes.
2. Controls
predators
or other
pest animals.
3. Controls
fish.
4. Controls
birds.
herbicide:
a. Stays in one part of the plant
b. Moves throughout
the plant
c. None of the above
6. Match these:
__
a. Attractant
----
b. Repel lant
_.-
c. Defoliant
d. Plant growth
7. The activity
-b.
-_
__
regulator
of a pesticide
a. Moisture,
humidity
Texture of soil
c. Temperature
d. All of the above
may be affected
1. Used to remove leaves from
stems.
2. Changes the rate of plant
growth.
3. Keeps pests away.
4. Lures pests.
by:
.
8. Match these:
-_
___
----____
a.
b.
c.
d.
8.
1. Makes pest unable to produce
offspring.
2. Is absorbed on plant leaves
and travels
to other parts.
3. Gasses that kill.
4. Must be eaten to kill.
5. Kills
when pest touohes it.
Contact pesticide
Stomach toxicant
Translocated
herbicides
Fumigants
Storilants
9. Match the following:
-._^
-_
____
___
--
a.
b.
0.
d.
e.
f.
Band
Directed
In-furrow
Foliar
Basal
Spot treatment
1. Applied
to the leaves
of plants.
2. Applied in the furrow in
which a plant is growing.
3. Applied to a stem of a
plant at or around the ground
line.
4. Applied
to a small area.
5. Applied
in a strip.
6. Aimed at part of plant
or animal.
10. Match the following:
1. Use after orops and weeds have
emerged.
2. Uee before crops or weeds have
emerged.
3. Use before crop has been
planted.
a. Preplant
---- b. Pre-emergenoe
-_- __ 0. Post-emergenae
-- .--
11. Injury
to plants
as a’result
of a pesticide
application
is called:
a. Morphosis
__
b. Phytotoxicity
c.
Spondylitis
--- ------ d. Photolysis
---
12. Soils with
especially
__
---
fine particles,
when soil-active
such as silts
and olays,
pesticides
are used.
may need ___-
rates,
a. lower
b. higher
c. same
13. Match the following:
a. Adsorption
_-_.-_ b. Absorption
--. _.. c. organic
---
1. Chemicals held on the surface of soil
particle.
2. Contains carbon.
3. Chemical taken into plants or animals.
.L-9
.
1.
e
7.
d
11,
b
2.
8
88,
5
12.
b
b.
3a.
4
b.
1
C*
3
2
d.
4.
a
4
dc: :
8. 1
g:*
65
c: 2
d.
1
8.
f.
3
4
5.
b
da.
4
10a. 3
b. 2
C*
b*
:
2
0. 1
d.
l-20
13a. 1
b. 3
c. 2
.
pee?' 1:
LESSON 3
-0LOGY
I-ON
TO TOXICOLOGl
A. JJTRODUCTIO~
Toxicology is the science that studies the harmful effects of chemicals.
It
is a young science compared to its parent discipline
pharmacology, the
science that studies &Q effects of chemicals , with particular
emphasis on
medicinal effects.
B.
TERMSYOU W
TO UNDERSTAND
How well do you know some of the terms that are important in the
understanding
and use of pesticides?
Test your knowledge of them by writing
down the definitions
for the terms below. To check your answers, refer to
the glossary.
1.
Toxicology
2.
Natural
3.
Synthetic
4.
Biochemical
5.
Foreign Chemical
6.
Sensitization
Chemical
Chemical
2-1
C.
Under our laws, chemicals are
categorized by use, not their
toxicity.
Chemicals associated with
foods are regulated by food Laws,
chemical.s used as drugs by drug laws,
,chemicals used 33 cosmetics by cosmetic
laws, etc.
For example, boric acid is
regulated as a drug when used a3 an
antiseptic
eye wash, as a household
product when used in laundry
detergents,
as an insecticide
when used
to kill
roaches, as a herbicide when
used to kill weeds, and as a flame
rttardant
when uved to fireproof
fabrics.
The toxicity
of a chemical is
totally
independent of the category in
which it is placed.
DISCUSSIO&
CHEMICALS- EVERYTHING
Everything in our world is chemical.
All matte; (everything)
is composed of
elements.
An element may be
representative
of a single atom or of
many of the same kind of atoms. About
90 kinds of stable elements are found
in nature, and only about 15 other
mostly unstable ones exist.
The
natural elements are the basic building
blbcks for substances we come Jn
contact with during everyday life.
NATURALAND SYNTHETIC CHEMICALS
Most of these ahemioals evoke a
positive
feeling
about their use
because they enhance, soothe, clean or
All chemicals fall into two major
categories:
natural (made by natural
processes) and synthetic
(made by
man). Many chemicals fall into both
groups -- they are found in nature and
they can be made (synthesized)
in the
However, some
laboratory
or factory.
chemicals have not been made in the
laboratory.
A130 some synthetic
chemicals are not found in nature.
serve another nondestruotive
purpose.
In contrast,
chemicals used as
pesticides
are more likely
to be feared
by the public.
Fear probably arises
because these chemicals are used to
kjll
their target (insects,
rodents,
weeds, etc.).
Moreover, the news media
give a tremendous amount of attention
to the use and misuse of pesticides.
Some people mistakenly believe that all
pestici.Zes are very highly toxic
chemicals.
The fact is that many
pesticides
are no more toxic than some
other chemicals that we use every day.
A number of chemicals that are used as
pesticides are also used for other
purposes, such as drugs or Industrial
chemicals.
Boric acid is an example,
as mentioned earlier.
Chemicals that come from plants or
animals are called biochemicals.
They
may also be produced in the lab or
factory,
and are then called
synthetic,
A chemical that is
bjochembl benefiting
one group of
organisms may be foreign,
not
benefiting
or deadly, to another group.
For example, strychnine
is a benefioial
chemical in certain plants and a
foreign and deadly chemical for
Some people think that
animals.
natural chemicals are Itgood" and
However,
man-made chemicals are "bad".
p3ants and animals are not hairned, or
helped, on the basis of the chemical's
origin -- nature or the laboratory.
The laws and principle3
of toxicology
and pharmacology apply equally to all
chemical. 3 -- whether they are natural
or synthetic,
biochemical or foreign.
ADVERSEEFFECTSOF CHEMICALS
Chemicals may harm us in a number of
djfferent
ways. Some may explode,
ignite,
destroy tissue (if they are
corrosive),
or they may injure tissue
because of their irritant
properties.
Some chemicals cause sensitization
(allergic)
reactions.
Other chemicals
muy have harmful toxic properties.
Some chemicals possess only one harmful
praoperty, and others two or more.
USAGEOF CHEMICALS-THE BASIS OF REGULATION
2-2
HAZARDS AND TOXICITY
The toxicity
of a chemical refers to
its ability
to do systemic damage -this kind of damage takes place
somewhere else in the body or a plant
For
other than the point of contact.
example, when some chemicals are
absorbed through the lungs, damage to
If the
the kidneys will result.
chemical is eaten, damage to the liver
The toxicity
of chemicals
may result.
is the subject of this part of the
study guide.
The word “hazard”
is commonly misused
A hazard is much
to mean ntoxicltyll.
more complex -- it refers to the chance
that
a chemical will be harmful.
A
hazard is made up of two components:
1) the basjo ability
of a chcsmlcal to
do harm, and 21 the ease with which it
may come in contact with the object of
concern (e.g.,
people, trees,
wildlife).
2-3
A.
JNTRODUCTIOI!J
All effects
of chemicals,
whether they be beneficial,
neutral,
or harmful,
depend on a number of conditions.
For example, how much chemical one is
exposed to, how often the exposure oocurs, how the chemical gets into the
the kind (species)
of animal or plant
body (by mouth, skin, lungs, etc.),
that is exposed. its age. sex* state of health and nutrition,
and whether or
not other chemicals are present that might alter
the effect.
B.
TERMS YOU NEED TO Um
How well do you know some of the terms that are important
in the
understanding
and use of pesticides?
Test your knowledge of them by writing
down the definitions
for the terms below.
To check your answers* refer to
the glossary.
1.
Dose-Time
Relationship
2.
Acute Toxioity
3.
Chronio
4.
Antagonism
5.
Adaptation
ToxiolQ
2-5
t
c* HOWMUCH - HOWOFTEN
This combination
of “how much” and “how
oftentt is known as the dose-time
relationship.
The dose is the quantity
of a chemical that a living
creature
gets at one exposure. Time refers to
how often the exposure oocurs.
The
amount of chemical (dose) may be very
large,
such as when a chemiaal
accidentally
spills
during
transportation
or during a work
accident.
The amount of ohemioal
(dose) could also be very small, suoh
as exposures to traoe amount of
pesticide
residues that may be in
foods.
Sometimes the exposure is only
once s such as an accident.
The
exposure could also be repeated over
and over again for long periods of
time, as in residues
In foods.
There
are many combinations
of “how much” and
“how often.”
A person may be exposed
only once to a fairly
large amount of
pesticide,
at one extreme.
Another
person may have a lifetime
exposure to
very tiny amounts, at the other
extreme.
No one can study every possible
combination
of dose and time, so
toxicologists
study the effeots
that
occur at the two extremes.
Then they
judge what might happen with all the
intermediate
combinations
of dose and
time.
Of all of the factors
that
influence
toxicity,
the &se-time
relation&&
has the greatest
bear&g
on whether or not a chemical will be
harmful.
the opposite
-- acutely
nontoxic
and
chronically
toxic.
However, most
chemicals have some degree of both
acute and chronic toxicities.
Regardless of which group a chemical
fits,
it is extremely
important
to
remember the exposure conditions.
Every chemical is harmless under some
exposure conditions.
Conversely,
under
some oonditions
the chemical is
harmful.
Later lessons will help to
explain
these conditions.
ROUTE OF EXPOSURE
The route of exposure refers to the
plaoe through which a chemical enters
the body.
After the dose-time
relationship,
the route of exposure 3s
l&,e most.ant
facu
:In
determinf.ng
whether or not a chemical
will be harmful.
Chemicals enter the
body via three major places:
mouth
(oral),
lungs (inhalation),
and skin
(dermal 1.
Chemical:: can also be injected
in the
skin or jnto a vein.
These routes are
only used by physicians
or in cases of
drug abu::e.
They are not usual
pathways of exposure for the average
person.
Thus, they will not be
considewd
here.
The toxic-lty
of a chemical can vary
greatly,
depending upon Its pathway of
entry into the body.
Chemicals are
absorbed to different
degrees at the
different
routes;
if a chemical can’t
get into the body, it can’t do any
harm!
ure bv Moyth
We may consume chemicals with our food
or drink.
This is called the oral (or
ingestion)
route.
People who work with
chemicals may mistakenly
believe
that
Ingestion
is not important
-- they do
not eat Lhe chemicals!
However when
people do not wash their hands after
handling
a chemical and before smoking
or eating lunch, the chances are good
that they will ingest some of the
chemical.
Because of the influence
of “how much”
and “how oftena,
we must distinquish
between acute and chronic toxicity.
Acute toxicity
refers to the effeots
from a one-time exposure.
Chronla
toxicity
refers to the effeats
from
long-term
exposure.
Acute toxiolty
and
chronic toxicity
are the subjects of
later parts in this study guide.
As we will
see, some chemicals may be
acutely
toxic and chronically
nontoxic.
And some chemioals are just
2-6
Ingested chemicals are absorbed
primarily
through the intestines.
intestines
are designed to absorb
and sometimes cannot distinguish
between foods and nonfoods.
Only
lungs permit greater
absorption
of
chemicals than the intestines.
skin more easily
than solids,
and oily
liquids
or oil-soluble
liquids
penetrate
the akin more easily than
watery ones.
The
foods
the
some
MOVEMENTFROM POINT OF EXPOSURE
The previous
section presented the
routes
of exposure that affect
Toxicity
also depends on the
toxicity.
pathway a chemical takes after it
enters the body.
Most chemicals that
reach the intestines
are carried
on to
the liver
before going to the rest of
In contrast,
chemicals that
the body.
enter through the lungs or the skin go
directly
to all parts of the body
before eventually
going to the liver.
Some chemicals may get into our bodies
through the lungs.
We breathe in the
chemical if it is mixed in the air
around us. This is called the
As a general rule,
inhalation
route.
chemi.cals are absorbed to the greatest
degree through the lungs.
We are most
likely
to inhale volatile
chemicals,
-those which vaporize
readily,
or
chemicals that create fine dust
particles
because they must be in the
aill to be breathed into the lungs.
The liver
is the great processing
plant
of the body.
It chemically
changes
If the
many chemicals that enter it.
chemical change converts the chemical
into one that is less toxic,
passage
through the liver
protects
the body.
In this case the chemical would be less
toxic by the oral route than by the
dermal or inhalation
routes.
(We can
assume that the degree of absorption
is
the same for all three routes.)
If the
chemical changes in the liver
to a
more toxic form passage through the
liver
would be harmful.
In this case,
the oral toxicity
would be greater
than
the dermal or inhalation
toxicities.
Lung surfaces are very# very thin
membranes that offer a poor barrier
against the entry of chemicals into the
These membranes allow for easy
body.
passage of oxygen into the body.
They
also serve as an exit for carbon
dioxide
from the body.
These membranes
permit easy passage of most gases and
You should be aware of one
vapors.
except ion -- pesticides
of low
volatility.
Because of this low
volatility
most forestry
used
pesticides
or the low amount of fine
particles
in the dry formulations,
and
the way our pesticides
are applied.
dertnal exposure is a greater risk than
inhalation.
In summary, the toxicity
of chemicals
can vary with the route of exposure:
acute
oral,
acute inhalation,
acute
dermal, chronic oral, chronic
inhalation,
or chronic dermal
Every chemical has six kinds
toxicity.
of toxicity1
Some chemicals can bc absorbed through
the skin.
This pathway is called the
dermal route.
The skin is the best
barrier
against the entry of chemicals
into lhc body.
One of the functions
of
the okin is to keep us from drying
out.
Because the skin forms a barrier
against loss of liquids
and solids,
it
also forms a barrier
against cnfrv of
If this were not
liquids
and solids.
true when we go swimming we would fill
up with water like a sponge.
As a
general rule, liquids
penetrate
the
SPEC1ES
A great deal l.r known about how
toxicity
varies with the kind of animal
exposed.
Most of this information
All
comes from experiments
on animals.
kinds of animals have been used in
toxicity
experiments:
rats, mice,
hamsters, guinea pigs, rabbits,
dogs,
miniature
pigs,
cats, chickens,
monkeys, etc.
The list
of chemicals
that have different
toxicities
for
2-7
NUTRITION
different
species is very long.
And
the ranking of species for their
susceptibility
to chemicals varies with
chemicals.
There is no one species for
which all chemicals are most toxi.c,
second most toxic,
and so-forth
down to
least toxic.
If there were9 chemicals
could be tested more easily.
Humans
would then always fit at the same
points in the list.
Tests would
involve
only one animal species that
was more susceptible
than humans to the
toxic effects
of.chemicals.
Instead,
we must study each chemical in
different
species to obtain data that
can be translated
to humans. In the
translation,
we always 899ume that
humans are more susceptible
than
animal 9 -- whiah is not generally
true.
Research indicates
that nutrition
plays
an important
role in whether or not
A diet
chemicals will be harmful.
adequate in proteins
and vitamins
protects
against the harmful effect::
of
some chemicals.
STATE OF HEALTH
As with nutrition,
physical
and
emotional
good health appear to protect
us, either
directly
or indirectly,
against the harmful effects
of
However, we need more
chemicals.
At this
research on this subject.
time, one’s state of health has little
practical
application
in the field
of
toxicology.
AGE
INDIVIDUAL
Animal tests and our experience
shows
us that some chemicals are more toxic
to infants
than to adults.
Conversely,
some chemicals are less toxic to
infants
than to adults.
These
differences
probably
result
from the
way the liver
processes ohemioals.
Babies have immature livers.
A baby’s
liver
cannot detoxify
the chemioal
&fiCielltly~
or at all.
For example,
if the adult liver
converts a chemical
to a less toxic form, then this
chemical would be more toxic to
infants,
because the immature baby
liver
cannot make the chemical less
toxic.
The opposite would be true if
the adult liver
converted
the chemical
to a more toxic form.
We know little
about the effect
of age on toxicity
of
chemicals.
Therefore,
we always assume
that infants
and the elderly
are more
susceptible
than most adults to the
adverse effects
of chemicals.
SUSCEPTIBILITY
Some studies show that certain
inherited
traits
affect one’s response
to chemicals.
For example, a person
may suffer more adverse effects
than do
other people from certain
chemicals or
classes of chemicals.
That person’s
chemical genetics were responsible.
Even among people who are apparently
average, individual
differences
do
exist.
For this reason, the amounts of
chemicals that aould be toxic are given
as averages rather than absolute
values.
CHEMICAL COMBINATIONS
Sometimes chemicals in combination
are
more -- or less -- harmful than either
chemical alone.
When they are more
toxic the effect
is called synergism.
When they are less toxic the effect
is
called antagonism.
Perhaps the best
known synergistic
effect
is the great
increase in the toxicity
of some
tranquilizers
when taken with alcohol.
Otherwise,
little
is known about these
effects,
ADAPTATION
SEX
Animal tests show that some chemicals
have different
toxicities
for males and
females.
Some chemicals are more toxic
to males and some are more toxic to
females.
We know almost nothing about
whether this difference
occurs in
humans.
Adaptation
involves
repeated exposures
to smsll amounts of a chemical.
A
persor becomes tolerant
to larger
quantities
of the chemical over a
period of time.
Otherwise the chemiaal
would be harmful.
2-8
LESSON 2.
TOXICOLOGY
PART 3 - ACUTE TOXICITY
A.
LNTRODUCTION
Acute toxicity
is the ability
of a chemical to harm a person, animal, or
The harm that is done occurs someplace
plant after only one short exposure.
This djatant,
or
else than at the point of contact with the chemical.
nearby site of damage distinguishes
toxic from corrosive
effects
of
chemicals.
Corrosive
chemicals will damage structures
and tissues that they
actually
touch.
In contrast,
toxic chemicals do damage somewhere else in
They might damage an organ* such as the liver
or kidneys,
or they
the body.
might upset
some processes
in your body, such
as those that produce blood
cells.
Some chemicals are only corrosive,
some art? only toxic,
and a few
others are both corrosive
and toxic.
B.
TERMS YOU NEED TO UNDERSTAND
How well do you know the terms that are important
in the understanding
use of pesticides?
Test your knowledge of them by writing
down the
definitions
for the terms below.
To check your answers, refer to the
glossary.
1.
LD 50
2.
LC 50
3.
Poison
6.
Mil.ligram
(m&I
2-9
and
6.
Kilogram
7.
Meter
8.
Liter
C.
(kg)
toxicity.
PISC~3axQti
fnhaled
A great deal is known about the acute
toxicity
of chemicals because this type
of harm is fairly
easy to study In the
laboratory.
We also, unfortunately,
know a lot about acute toxicity
in
humans from accidental
exposures and
from suicides.
ACUTEORAL TOXICITY
dose will.
kill
all
fumes
oonoentration
(LC). The acute LC 50
corresponds to the acute LD 50. Acute
dermal
a.nd inhalation
toxicities
of
are much more important to
you than are oral toxicities.
You are
more likely
to get chemicals on your
skin or inhale the vapors or dusts than
to be exposed to them in your food or
drinks.
chem1cal.s
The acute oral toxicity
of chemicals is
found by giving several groups of
animals increasing
doses of the
chemical.
Ideally,
the smallest dose
will kill none of the animals and the
largest
The amount of chemical
is measured as a lethal
Acute
Dow-Mcmdiq
(LD&
Curve
of the
animals.
The animals are observed for
14 days, during which time deaths are
recorded.
At the end of the test, the
dose that would kill 50 percent of the
animals is calculated.
This dose is
known as the LD 50. LD means "lethal
dose" and the "50" pertains to 50
percent of the animals tested.
ACUTEDERMALAND
INHALATION TOXICITIES
Acute dermal and inhalation
toxioities
are determined in a manner much like
that for acute oral toxicity.
However,
the chemical doses are applied to the
animals' skin or inhaled by them in
special chambers. In this manner* the
LD 50 13 obtained for acute dermal
2-10
CRITICAL MEASUREMENTS
Oral and dermal LD 50 are measured in
(mg) of chemical per
kilogram (kg) of body weight
of an
animal (n&/kg).
Three ways are used to
ttxpres: inhalation
LC 50:
nlilligr-ams
Although a chemical may be legally
nontoxic,
it could be harmful under
some conditions.
Treat all
chemicals with care.
mg-of chemical per; cubic meter
(ma) of air (mg/mJ)
-- mg of chemical per liter
(L) of
air (me/L)
-- parts of chemical per million
parts of air (ypm).
--
Remember: we do not know the LD 50
or LC 50 of any chemical for
w.
These values are based on
data from tests on animals.
Obviously,
such experiments may not
be performed on humans. Instead,
average lethal doses (ALD) for
humans are estimated from data on
animals and human experience.
The
smallest LD 50 obtained by animal
tests is multiplied
by the weight of
the human, in kilograms (kg).
A
chemical with an oral LD 50 of 10
mg/kg would be calculated
to have an
oral ALD of 100 mg for a 10 kg (22
pound) child, and 700 mg for a 70 kg
(154 pound) adult.
Although ALDs
are of some value in estimating
actual toxicity
in humans, our real
interest
is in what might be an LD 0
(total
dose for no people) for
humans. We do not want to permit
exposures that will kill w humans,
much less half of them!
Oral LD 50 = 50 mg/kg or less
Dermal LD 50 = 200 mg/kl: or less
Inhalation
LC 50 z 2 mg/L of dust
Inhalation
LC 50 = 200 ppm of gas
or vapor
Chemicals in a31 four groups
above must carry a npoison11
warning on the label.
------
._
Toxic
Oral LD 50 q 50 to
-- Dermal LD 50 = 200
-- Inhalation
LC 50 =
of dust
-- Inhalation
LC 50 =
of gas or vapor
--
5,000 mg/kg
to 2000 mg/kg
2 to 200 mg/L
20,000 of ppm
Fortunately,
in almost all cases of
mild acute poisoning,
and even in
many cases of severe poisoning, if
the person survives the first
24 to
48 hours, recovery is complete and
health restored.
All LD 50 and LC 50 readings higher
than those above. Remember -- the
higher the number, the more chemical
required to injure or kill
the
victim.
The lower the number, the
less chemical required to injure or
kill.
2-11
,
PART 4..
A.
CHRONIC TOa
mODU=
Chronic toxicity
is the ability
of a ohemical to harm to a person, plant or
animal upon repeated exposure.
These exposures take place over long periods
-- perhaps even a lifetime.
A:; with acute toxioity,
the victim is harmed at
a place other than the point of oontaot.
B,
TERMS YOU m
TO UNDERS‘QQQ
How well do you know some of the terms that are important
in the
understanding
and use of pesticides?
Test your knowledge of them by writing
down the definitions
for the terms below.
To oheok your answers* refer to
the glossary.
1.
No-effect
2.
Threshold
3.
loo-Fold
Level
Margin-of-safety.
2-13
c- DISCUSSIQN
Very little
Is known about the chronio
toxiaity
of most of the ohemioals we
work with, exoept for thoar that
somehow get into our foods,
Tests on
chronic
toxicity
take a long time and
The highest level
of ohemlcal
animals,
exposure is one that will produce
slgniflonnt
adverse effeots
in some or
all af the animals.
During the feodlng
period arld at the end of the
experimer t, the animal s are sub jeoted
to many examinations
and tests.
are expensive.
NO-EFFECT AND THRESHOLD
EXPOSURESTO CHEMICALS
FDA TESTING
The Food and Drug Administration
(FDA)
requires
testing
of chemicals that may
These
come in oontaot with foods.
chemioals must be given extensive
tests
for chronic oral toxioity.
Three main
groups of chemicals are involved.
First are the additives
*- food
colorings,
preservatives,
emulsifiers,
The second group consists of the
etc.
pestioides.
The third group Involves
chemicals that are not intended to be
in oontaot with food, but whioh might
For example, the oil
get on some food.
In maohines used to handle foods might
get on some of the food.
Suoh oils
would be subjeot to testing
for ohronic
oral toxicity.
Beoause of these tests,
those of use who use pesticides
in our
work know more about their safety than
do industrial
workers who handle
chemioals.
EPA TESTING
The Environmental
Proteotion
Agenoy
(EPA) regulates
all industrial
and
environmental
chemloals,
inoluding
pesticides
used in forestry.
The
chemicals are given several kinds of
One type of test is given for
tests.
chronic toxicity.
Other tests are
given to see if the chemioal may cause
reproduction
defects,
ohanges in genes,
or cause oancer.
Chronic toxicity
studies require
long-term
or lifetime
exposure of
groups of animals to low levels of
chemicals.
As with acute toxicity
tasting,
the lowest level of ohemioal
exposure is one that will produoe no
detectable
adverse effect
in any of the
2-14
There is no neat expression
like the LD
50 for acute toxicity
that oan be
applied
to chronic toxicity.
Instead,
we use terms such as no-effect
level
and threshold.
The no-Effect
level is
that exposure level that produces no
chronic effeot
in any of the test
animal 9. The units of the no-effect
level usually
are part3 of chemical per
million
parts of food, water, or air
(p1m).
The threshold
is the turning
point
between no-effect
and effeot
levels.
Thresholds
exist because, our bodies
oan handle very small ohronio exposures
of some potentially
harmful chemioals.
The body may eliminate
the chemicals or
aonvert them to a less harmful form
before any harm occurs.
As the
exposure Increases,
the body’s ability
to handle the chemicals becomes
Adverse effects
then
overwhelmed.
begin to appear.
Finally,
at high
enough ooncentration,
severe illness
or
death occurs.
The threshold
concept shows the
potential
harm or safety of our
exposure to trace amounts of industrial
If there
or environmental
ahemioals.
were no threshold3
-- level3 below
whioh ohemioals would not be harmful -we could not tell what risks,
if any,
we faoed when we used a chemical.
Despite the importance of the threshold
ooncept,
thresholds
are not absolute
values.
They vary from species to
species,
and even among individuals
within
a species.
Even though this is
true, we may still
use thresholds
with
a fair degree of confidence.
assumed to be IO times more sensiti.ve
,than healthy adults.
Thus, if the
no-effect
level of a pesticide
was
found to be 100 ppm, the maxinum amount
of residue that could result
in human
food would be 1 ppm.
Chronic adverse effects
are
dose-related;
the greater
the dose, the
greater
the effect.
The adverse
effects
of chemicals are not random.
They do not cause one set of symptoms
in one person and an entirely
different
set in another.
They may cause
different
sets of symptoms in different
species,
but within
a species,
their
effects
are predictable.
MARGIN OF SAFETY
Does a chronic toxicity
test on an
animal have the same results
on a
human? Rather than take a chance, we
provide a loo-fold
margin-of-safety.
This margin assumes that we are
lo-times
more sensitive
than animals to
the chemical in question.
For further
safety,
young, old, and ill people are
2-15
.
iiiFsi&
PART
5 W.WJS
HUTA.
Mutagenesis,
teratogenea4s , and carcinogenesis
are grouped together
in this
lesson because the latter
two are related,
at least in Home instances,
to
the former.
Qenesis means “to give rise to”, muta means ttchangell, terato
means “monster”,
and carcino means “crab (cancer)“.
Thus, mutagenesis meany
to give rise to changes (mutations)
in the genetic material
of cells.
Teratogeneaia
means to give rise to monsters (deformed fetuses).
Carcinogeneaia
means to give rise to cancer.
All three subjects are much
too complex to cover in detail
here.
This lesson gives a brief overview of
the relationship
between chemicals and the “gensn.
B.
TERMS YOU NEED TO UNDERSTAND
How well do you know some of the terms that are important
in the
understanding
and use of pesticides?
Test your knowledge of them by writing
down the definitions
for the terms below.
To check your answers, refer to
the glossary.
1.
Mut ageneais
2.
Mutagen
3.
Teratogenesis
4.
Teratogen
5.
Carcinogenesiv
2-17
6.
Carcinogen
7.
Benign
8.
Malignant
tumor
tumor
c.
MUTAGENBSIS
All living
cells oontain a chemical
called DNA. DNA carries
a code that
contains all of the messages that eaoh
cell needs to reproduce Itself
exactly.
The DNA tells
the cell that
it is a rat cell,
a dog cell,
a human
cell,
a male or female cell,
a kidney
cell,
a liver
cell,
etc.
Mutations
are
changes in one or more messages in the
DNA structure.
Physical or chemical
agents that give rise to mutations
are
called mutagens.
A mutation may be so minor as to make
almost no difference
to the cell.
The
cell still
fun&ions
and reproduces as
it was designed to do. At the other
extreme, the mutation may be so severe
that the cell dies and disappears.
Some mutations
are severe enough to
change a cell’s
identity,
but do not
kill
the cell.
Such cells might grow
and proliferate
as a tumor.
In this
event a cancer may result.
A mutation may occur in a cell in the
skin, kidney,
liver,
etc.
Mutations
can also occur in reproductive
0911s
(eggs
or sperm).
A mutation in a body
cell may cause a tumor, but it cannot
be inherited.
A mutation
in a
reproductive
cell can be inherited
if
that cell unites with a counterpart
and.
2-18
develops into a new individual.
In
that ease. the mutation
will be
inherited
by all future progency.
Depending upon the severity
of the
mutation
it may not be detected,
or a
The
malformed baby mleht reaul t.
malformation
may not interfere
with the
ability
of the baby to live,
or it may
kill
it bctfore it is born.
Mutations
are considered
to an
essential
step leading
to cancer.
Mutations
probably cause a small
percent of fetal malformations.
Ionizing
radiations
of natural
origin
are probably
the single most important
cause of Flutations.
TERATGGENESIS
Physical or chemical agents that cause
fetal malformations
are called
teratogens.
Teratogens may or may not
be mutagens; they can also act in other
ways to produce a malformed fetus.
We
do not know what percent of spontaneous
abortions,
stillbirths,
and fetal
abnormalities
are due to teratogens.
But beaause of the following
oonsiderations
we assume they are minor
problems.
Probably one of the major causes of
fetal
abnormalities
is disease of the
Other recognized
causes are
mother.
heredity,
diet,
drug or alcohol abuse.
c’ge of the mother, and natural
smokinp;,
very f3W
radiation
and x-rays.
chemicals are known to be ter3tOgeniC
for humans.
malignant
(cancerous)
tumorv3
is
not
clear enough to judge whether a benign
tumor will sometime become cancerous.
.
Few known human cancer agents
exist
compared to the large number of
-e&a
agents.
Very conservative
criteria
are used by regulatory
agencies in classing
chemicals ac
These criteria
place
agents of cancer.
too many chemicals in the list
of
cancer agents according
to many
toxicologists.
To cause a malformatjon,
a teratogen
reach the developing
embryo during
the critical
stage of organ
development,
For the human, this
period starts 2 weeks after conoeptioa
and lasts about 10 to 12 weeks. The
kind of malformation
that results
depends upon what stage of development
the embryo is in when it is exposed.
must
THAT f@H DUE TO CHEMICALS
CARCINOGENESIS
Cancer is a much feared and dr?bated
subject.
There is no dispute about
whether chemicals can cause cancers,
but experts disagree about how many
chemicals may cause cancer in humans.
The experts also disagree on the
percent of human cancers that are due
to exposures to chemicals.
Neither
do
they agree on the mechanism by whiah
There is
chemicals cause canoer.
debate over whether or not there are
safe levels of exposure to chemicals
that may cause cancer.
ER.
ICALS, THAT CAN CA!,@UbCANC
---
Mutagenesis
is considered
to be a basis
step In the development of a cancer.
Some fairly
simple tests use
single-celled
organisms to determine
whether a chemical could causfa
mutations.
Many chemicals have been
shown to be mutagenic in these! tests.
Regul a.tory agencies consider Khese
chemicals to be possible
causes of
cancer in humans. Studies with animals
are required
to provide more firm
evidence of the cancerous properties
of
these mutagens.
About 15 years ago, a lot of publicity
was given to a report that 80 to 90
percent of human cancers were due to
environmental
chemicals.
This
erroneous report was the result
of a
misinterpretation
of ideas presented by
Dr. John Higginson.
His highly
regarded thoughts proposed that 80 to
90 percent of cancers are due to
environmental
llfactorsl’.
These factors
include smoking habits,
use of alcohol,
exposure to sunlight,
diet,
natural
radiation,
and medical treatment.
Dr.
Higginson
estimates
that perhaps 2 to 6
percent of cancers are due to
occupational
exposures to chemicals.
The most notable exposure involves
asbestos.
HOWDO CHEMICALS CAUSE CANCER?
We know too little
about how chemicals
cause cancer.
Chemicals vary greatly
in their interactions
with living
organisms.
A few chemicals appear to
be able to cause cancer directly.
They
are called u
v.
The majority
of chemical carcinogens
seem to require
some sort of chemical
change before they can cause cancer.
These chemicals are pr9carcinonena.
Chemicals that are shown to cmse
cancer in animals are consider-ed to be
probable causes of human cancer.
This
rule is appled even if the chemical
causes cancer in only one species of
animal.
Further,
regulatory
; gencie:;
do not distlnguiah
between bet ign
tumor3 and cancers that might be cau:.ed
by chemicals..
Some scientist:
claim
that the distinction
between tenign :frrd
Some chemicals cannot cause cancer
themselves,
or be converted
to cancer
agents.
However, they are able to
increase the cancer-causing
ability
of
other chemicals by some means. These
(I .
chemicals are called rocara
2-19
The distinction
among these three
groups of chemicals has only become
evident in recent years.
Therefore,
much of the early data on
cancer-causing
chemicals does not
reveal the group in which a chemical
carcinogen,
belongs : u
pCpcarcinogin,
or acarcinogen.
GHPI;ICAL?
T
experimental
methods are available
prove or disprove
absolutely
either
claim.
to
Despite the controversy
about “safe”
levels of exposure to carcinogens,
no
one argues with the fact that t.here are
practical
thresholds
for carcinogens.
The incidence
of cancer caused by
chemical:
is dose-related.
For
example, the exposure may be so small
as to reduce the incidence
to one
person In a trillion.
In that case
what practical
significance
would
that exposure have in a world with a
population
of leso than a trillion?
--
“Safe” levels
are probably one of the
most debated subjects
among the
experts.
Many toxicologists
consider
that the cancer-causing
ability
of a
chemical Is one aspect of its toxicityc
and not some special effect
that is
separate and apart from its toxicity.
Thus, they accept the idea of
thresholds
for cancerous effects
just
as there are thresholds
for toxic
effects.
The length of time needed for a cancer
to develop after exposure (the
,inductlon
period)
is also
dose-related.
For example, the
exposure may be so small as to
increase the induction
period to 200
In that case* what practical
years.
significance
would that period have
when our average life
span Is less than
100 years?
Other scientists
maintain
that there
are no thresholds
for cancerous effects
of chemicals,
and that one molecule of
a carcinogen
could start a cancer.
No
2-20
PART
6 - SOME
-ION
Many factors govern whether a chemical will produce adverse effects.
Because of these factors,
the toxicity
of chemicals is a complicated
subject.
As one might expect, a number of wrong ideas have arisen about the
toxic actlons of chemicals and the science that studies them. These
misconceptions will be discussed briefly
in this part of the lesson.
YOU hlEFJ)
,
s
How well do you know some of the terms that are important in the
understanding
and use of pesticides?
Test your knowledge of them by writing
down the definitions
for the terms below. To oheck your answers, refer to
the glossary.
c.
1.
Sufficient
2.
BioacouRllation
Challenge
alcohol with every thirteenth
2-ounce
highball
or martini.
For people with
neither
of these vices, there are many,
SIJFFICUNT CHALLENGE
many potentially
harmful chemicals that
in our foods.
In the
Some people mistakenly
tt!ink that if a occur naturally
course of a lifetime,
we eat or drjnk
chemical causes harm in irny quantity,
it will cause harm in evvary quantity.
many lethal. doses of many chemicals.
The reason why 1his is nr>t so is
There is no way we can avoid these
exposures.
However, they do us no harm
explained
in lesson 2, Part 2. Refer
because we do not receive all these
to Part 2 if you have any questions
exposures in one dose.
about the importance
of the dose-time
relationship
in determinjng
whether or
Not only do small amounts of most
not a chemical will be toxic.
chemicals do us no harm, very tiny
amounts may actually
be beneficial.
To illustrate:
A lethal
dose of
The scientist
who first
wrote about
caffeine
is present in about 100 cups
thiz revolutionary
notjon,
Dr. Henry
of strong coffee.
Thus, anyone who
Smyth, call.ed the concept l@Sufficient
drinks several
cups of coffee a day
Chal I.enge. I1 Dr. Smyth put into writing
will get a lethal
dose of caffeine
what toxicologists
have noted in their
every month.
A !.ctital dose of alcohol
research -- the very smallest doses of
is preuent in a fifth
of hard liquor.
forei.gn chemicals fed to animals often
Thus, anyone who drinks cocktzilr;
produced healthier,
longer-lived
regularly
will get a leth31 dose of
2-21
J&WJssIo~
animals than the control
animals.
The
tiny dose stimulated
the body’s defense
mechanisms.
In turn, the body became
stronger.
equal rumber of marbles are being
There is no change in the total
added.
number of marbles, but the marbles
present in the box at any one time may
not be the same ones that were present
earlier,
or that will. be present
So
it is with our bodies.
later.
Atoms and molecules constantly
move in
and out of the cells and tissues of our
Although
they are oonstantly
bodies.
moving in and out, the total
numbers
remain the same (within
normal limits).
The concept of sufficient
challenge
should not encourage anyone to be
careless with chemicals.
However, as
Dr. Smyth stated,
general recognition
of this concept “would do much to
alleviate
the emotjonal
revulsion
whioh
the thought of chemicals in dally life
so often evokes.”
If a chemical can be stored in our fat.
liver,
or bones, it will inorease only
to a level that brings it Jnto
equilibr+ium
with the level of
At this point,
the amount
exposure.
zoing into storage equals the amount
(The number of
coming out of storage.
marbles going in equals the number
coming out. 1
TRANS-SCIENCE
Some people expect science to find
answers to all questions
that can be
Unfortunately,
this is not
asked.
In the words of Dr. Alvin
possible.
Weinberg, “1 propose the term
ttrans-scientific’
for [some] questions
since” although
they “can be stated in
the language of science,
they are
unanswerable
by science;
they transcend
science.
When thu exposure level increases,
the
number of molecules going into Storage
.increas+s over the number that are
In this case,
coming out of storage.
the level of storage increases until
a
When the
new equ i.librj.um is reached.
exposur(? level decreases,
the number of
molecules going into storage is less
In this
than the number coming out.
case9 the level of storage decreases
until
a new equilibrium
is reached.
If
exposure terminates,
all of the stored
chemical is eliminated
from the body.
The Urn*? needed to reach equilibrium
and the level of storage at equilibrium
are different
for each chemical.
n
For example, one may ask, “will
chronic
exposure to small amounts of some
foreign
chemical be harmful to me?”
The answer cannot be given with a
definite
wyes” or “no.”
The fact that
toxicology
cannot provide absolute
answers to such questions
should not be
Toxioologists
can
cause for alarm.
judge the possibilities
and
probabilities
of harm resulting
from
These
exposure to chemicals.
judgments,
coutbined with suitable
margins of safety,
have been proven to
protect
our health.
Storage is considered
to be a defense
A storage depot
mechanism of the body.
During periods of
serves as a buffer.
increased exposure,
the chemical is
removed from circulation
into the
storage depot, where it does no harm.
When ex:>osure ceases, the chemical
moves ollt of the depot. and is
The depot
eliminated
from the body.
can be used for future storage,
if
Only when exposure is too
necessary.
high or prolonged with the storage site
Then the amount of
becomes saturated.
circulating
chemical becomes greater
than the body can tolerate,
and harm
results.
BIOACCUMULATION
The idea that we store foreign
chemicals in our bodies, and accumulate
them indefinitely
upon every exposure
and
to them is very frightening
totally
false.
Our bodies are not inert objects like
They function
in a state
stones.
This state
called dynamio equilibrium.
can be likened
to a of marble from
which some marbles are constantly
being
removed while,
at the same time, an
2-22
\
,
SELF TEST
AND
ANSWERS
2-23
L&BON
,.
Toxicology
is the science
that
7
- Pm-1
studies
the
a. medicinal
effects
of chemicals.
b. harmful effects
of chemicals.
Q. beneficial
effects
of chemicals.
;‘.
Living
organisms
can dlstlnguish
between natural
and synthetic
chemicals.
a. True
b. False
3.
The laws of toxicology
3
a. True
b. False
4.
Pesticide,
encounter
as a class,
in our daily
apply
only
to natural
are more toxic
lives.
chemicals.
than many of the other
chemicals
a. True
b. False
5.
The toxicity
of a chemical
bears no relation
to how it
a. True
h. False
6.
The
most important
component of chemical
a. IIOU it is used and stored.
b. how it is named.
r. the warning statement on the label.
2-24
hazard
cls
is used.
we
1.
Of the many factors
the most important
a.
b.
c.
d.
2.
If
that
is:
determine
whether
a chemical
will
be toxic,
age
state
of health
how much exposure
and how often
individual
susceptibility
a chemfcal
fs acutely
toxfc,
It
wfll
also
for
people
be chronically
toxic:
a. True
b. False
3.
The most
chemicals
common routes
are:
of
exposure
who work
with
num8rous
a. oral
and dermal
b. dermal
and lnhalatfon
c. fnhalatfon
and oral
4.
After
hr&3frp
cwalsit
or smoking k8us8t
yeu sirouM
always
wwk
y(wr
hands
before
l atfng
a. clean
hands look better
than dirty
ones
b. we mfght
inhale
any dfrt
that may be on them
c. we might contaminate
our food or cigarettes
5.
The poorert
barrfrr
a. the
b. the
c. the
6.
Every
chemfcal
ti
the
antry
of
chemicals
Into
the
body
than
the
is offered
intestfnes
lungs
skin
has
f 1 kind,
s of
acute
toxfcfty.
a. two
b. three
c. four
d. six
7.
When two
indivldual
chemicals
toxfcltfes,
In combination
the effect
are more
Is known
a. addftfve
b. synergism
c. antagonism
2-25
harmful
as:
sum of
the
by:
LESSON 2
SELF
1.
P&j.?&&
Toxic chemicals cause damage at the point where they touch the body, whereas
corrosive
chemicals do damage at a site removed from the point of contact,:
P. Trut?
b. False
2.
Chr*onic! tcJxic:.i t.y is much easier
to
study
In
the
laboratory
than
Is
acute
toxicity:
a. True
b. False
3.
An oral
LD 50 tells
us something
about how toxic
a chemical
is when:
a. inhaled
b. absorbed by the skin
c. taken in food or drink
4.
The greater
the LD 50, the greater
the acute
toxicity:
a. True
b. False
5.
6.
A chemical with
lethal
dose for
an oral LD 50 of 20 rag/kg would probably
a 100 kg man of:
a.
b.
c.
d.
20 mg
200 mg
2,000 nlg
20,000 mg
If
a person suffers
a mild
never fully
recover:
viii.1
accidental
poisoning,
a. True
b. False
2-26
have an average
the chances are that
he
gFSSON 7 - PART 4.
SELF TEST
1.
We know less
acute effects
about chronic,
because:
adverse
effects
of chemicals
a. They are not ils impOrtant
a3 WUtC
effects.
b. WC do not know how to study them.
C. They are extremely
difficult
and expensive
2.
than we do about
to perform.
People who work with pesticides
have less information
about the toxicjty
the chemicals they work with than do workers in general industry.
of
a. True
b. False
3.
The term LD 50 applies
to both acute
and chronic
toxicity:
a. True
b. False
4.
Thresholds are absolute
directly
to man:
values
determined
in animals
that
can be applied
a. True
b. Fnl.se
5.
Tf ti uo-effect
level of a chemical in food is determined
to be 700 m&kg of
to be in human food would be no more
food (700 ppm), the amount permitted
than:
a.
b.
c.
d.
6.
7 ppm
1 PPO
100 Pm> ,., (,
700 p#Ul.
Chronicc adverse
a.
b.
c.
d.
e.
,‘!yi.’
t
effects
of chemicals
are:
dose-related
predictable
both a and b
only a
only b
2-27
1.
The common connection
is:
among mutagenesisc
teratogenesis,
and oarcinogenesis
a. Cancer
b. Chemicals
c. MutaLion
2.
Quite
a few pesticides
are known human aaroinogens:
a. True
b. False
3.
Only a small
chemicals:
fraction
of human cancers
are due to exposure
a. True
b. False
4.
Few chemicals
appear
cancer Ulmotly:
to muse
a. True
b. False
5.
The existence
of thresholds
for
carcinogens
a. A subject on which all soie&ists
b. A proven fact
c. A subject that is much debate
gglree
2-28
is:
to envjronmental
1.
A chemical that is toxic under some aonditions
under some other conditions:
is not necessarily
toxic
a. True
h. False
2.
Because of sufficient
chal.leBgs ithe theory that trace
chernjcals may be bsnefioi,al)
&ged# not have to be very
ourselves
uhea we haW&e pc&w&MUy
toxic chemicals:
amounts of foreign
careful
to protect
il. True
b. False
3.
Scjence
is capkble
of:
a. answering aryr quwation
that ciao be asked of it.
b. Givirq a definite
@yes~ w *ue@ to any question
asked of it.
C. answering
PCMBSqueationa
and -king
judgments about others.
4.
lf a chemical
life.
1s stored
in your body,
it
stays
there
for
the rest
of your
a. True
b. Fal se
This lesson has been based on the book The Dose Makes the Poison by M. Alice
You will expand your knowledge and increase your understanding
Ottobonf,
M.D.
of thlr leema by ncrdlng her beok.
2-29
::3. b”
b
1. c
1.
2. b
2. b
4. b
t:
0: ;
B
b
65: ::
7. b
1. c
1. c
1. a
2. b
3. b
4. b
2. b
2. b
::
t:
:
5. c
65: :
if
I
A.
UCTIM
Pesticide
labels
have been called the most expensive literature
printed.
The research and development that lead to the wording on a label cost
millions
of dollars
and require
years of testing.
The combined knowledge
of many scientists
-- including
toxioologistsl
chemists,
pathologists,
universities,
and government -pharmacologists,
and others in industry,
has been used to develop Information
found on eaoh pesticide
label.
TO UND-
B.
How well do you know some of the terms that are important
in the use of
pesticides?
Test your knowledge of them by writing
down the definitions
for the terms below.
To oheok your answers, refer to the glossary.
1. Label
2. Signal
Words
3. Trade Name
4. Cdolencnn’N8me
5. Chemical
Name
3-1
6. Vol.atility
7. Low-Volatile
(pesticide)
c. DISCUSSION
Each time you buy a pestloide,
you al80
reoeive
instruotions
to tell you how to
Those instructions
are the
use It.
What is labeling?
What is a
labeling.
label?
These words seem alike but they
do not mean the same thing.
Labeling
is all the information
that you
reoeive from the oompany or it8 agent
about the product.
Labeling
inoludes
ruoh things 88:
-
The label on the produot
Brochures,
Flyers,
and
Other information
handed out
by the suppliers.
The label is the information
printed
or attached to the oontalner
of
This label does many
pestioidee.
thirqs:
- ‘l’o the manufacturer,
label is a nlioense
sell".
on
- The label
is a way to tell
u8ers about speoial safety
measure8 needed.
Some labels are easy to understand.
Others are oomplioated.
But &l label8
will tell
you how to use the product
The seotion below will explain
correctly.
most of the item8 that must be on a label.
PARTS OF THE LABEL
Tru
Eaoh company has brand names or trade
names for its products.
The brand or
trade name Is the one used in
advertisements.
The brand name shows up
plainly
on the front panel of the
1abel . It is the most identifiable
name
for the produot.
Many pestioides
have complex chemical
have been given
names. Some pestloides
another name to make them easier to
identify.
These are oalled oommon
carbaryl
is the
names. For instanoe,
oommon name for
l-naphthyl-N-methylcarbamate
(ohemical
The same pestioide
may be
name).
formulated
or dlatributed
by more than
one oompanyI and sold under several
brand names. The same oommon or
chemical name appearing
on all of them.
the
to
- To the State or Federal
Government, the label is a
way to oontrol
the
di8tributlonr
storageS sale.
user and disposal
of the
produot .
- To the buyer or u8er, the
lab.1 is a main source of
frots on how to use the
product oorrectly
and
legally.
of FB
Different
types of pesticide
formulations
(such as liquids,
wettable
powders, and dusts) require
different
method8 of handlily.
The label will
3-2
tell
you wh8t
typo
of formulation
the
The 8~e
perticide
p8okuo
oont8in8.
uy
be rv8ilable
in more
th8t
one
fomul8tien.
Ivery
peatioido
lab01
mrt
in the produot.
The amount
8otivo
ingredient
ir given
peroeat8ge
by weight
Or 88
gallon
of conoentr8te.
The
ingredient
c8n be liatod
by
chemic8l
name or it8 aoron
i-i-t8
inert
the
18b.1
nod
U8t
Ehow
8otivr
ftr
either
MM.
Oh,
nmo4c but
perout
the
of
oontentr.
The not
much i8
l xpro88e4
Unit8
Of
The name
di8tributor
Anyone
l
in
oate8t8
Iyyber
th
Wllt8ilMr.
in gallonr,
tell8
yeu
qu8rt8,
or
other
W8WO.
8ddrO88
of the m8ker or
m8t
rpp08r
on tho 18bOl.
then
oont8ot
the manufaoturor
8nd
08n
Toxief
Highly
ty
toxio
Hederrtely
Lou t*xioity
have
on
a
the
question
produot.
Ts 40 their
job,
moot
pesticides
must
pest,
whether
it
be
control
the W-get
imeot,
plant,
animal,
etc.
By their
n8ture,
postioides
are
toxic
by varying
dogreos
to on0 or more
pests.
Therofore,
some lnry 8180 be hazardous
to
pooplo.
You can 8eouro
information
on
the
toxioity
of 8 produot
by reading
the
rignal
word 8nd looking
at the symbol on
the label.
how
0811 be
Thi8
if
they
informtion
A registration
number
must
be on every
pesticide
label.
Thi8
nuaber
ahows
that
the
produot
ha8 been regi8tered
with
the
Federal
Qoverrment.
The number
u8u8lly
8pperr8
on the front
panel
of
the l&be1
and will
bo written
as “EPA
Regirtrrtion
Ho. 00008.
The
l &.rblirhment
numbor
tell8
what
factory
mde
the ohuical.
This
number
does
not
h8ve
60 be on the 18bel,
but will
be
8meuhere
on each
oontaiaer.
li8t
what
ir
of l aoh
8a 8
pOUrrd8
per
not k
their
or’distributor
or wrnt
more
C8togory
toxlr
I
Category
c8tagwy
3-3
II
III
Or8l
LD 50
O-50
mg/kg
Ranges
50-500 w/kc
500.5000
@kg
All produots must bear the statemoat
@Keep out of ret&oh of ohildrwP.
these effects,
the label
environmental
precautions
should read and follow.
contain8
that you
Here are some examples:
Symbols are good ways to oatoh a
person’s eye.
This is why a skull
and crossbones symbol is used on all
highly
toxic materials
along with the
signal word DANGER and the word
POISON. Pay attention
to the symbol
on the label.
It is there to remind
you of the contents.
- "This product is toxio
to bees
exposed to direot
treatment
or to
residues on oropsn.
- “Do not contaminate
water when
cleaning
equipment or when disposing
of wastes”.
- wDo not apply where runoff
likely
to occur”.
Public laws require
that all
pesticide
product8 meeting the
criteria
of Toxicity
Category I shall
bear on the front
panel the signal
word “Danger”.
In addition,
If the
product was assigned to Toxioity
Category I on the basis of its oral,
inhalation
or dermal toxicity
(as
distinot
from skin and eye local
effects)
the word WPoieon” shall
appear in red on a background of
distinctly
contrasting
color and the
skull and crossbones shall appear In
Immediate proximity
to the word
apoi80n~.
Labels may also contain broader
warnings against harming birds,
and wildlife.
Phyrioal
The label will tell you emergency
first
aid measures.
It will also
tell you what types of exposure
require
medical attention.
,,, ,,
The pesticide
label and safety data
sheet are the most important
information
you can take to the
physician
when you think someone may
have been injured
by a pesticide,
Animals)
This section of the label will tell
you the way8 in which the product may
be dangerous to man and animals.
It
will also indicate
other special
steps you should trike to avoid
injury,
such as the kind of
protective
equipment needed.
Statement of Use
Classifioation
Every pesticide
label must show
whether the contents are for general
use or restricted
use.
General use pesticides
are very
unlikely
to harm the applicator
or
the environment
when used as directed
on the label.
If the product Is highly
toxic.
this
section will inform m
of the
proper treatment
for possible
injury.
Ba8ards
tools.
However
can cause
To help avoid
Hazards
Statement of Praotical
Treatment
Ra8ards to Humans (and Domestio
Pesticides
are useful
wrong or careless use
undesirable
effects.
and Chemioal
fish
This section of the label will tell
you of any speoial fire,
explosion,
or chemical hazards of the product.
The Velpar L label is an example of a
label that ha8 wDARGBRwon it, but is
not in Toxicity
Category I.
Environmental
is
Restricted
potential
use pesticides
oarry the
to harm the applicator
and
the environment even when direoted
on
the label.
The label on these
3-4
products will say: nRestrioted
use
besticide
for retail
sale to and
application
only by certified
applicators
or persons under their
direct
supervi.siorP.
The restricted
use statement must be
at the top of the front panel of the
label.
to use a product in a
manner inconsistent
with
its labeling.
Do not use
the product on a site which
is not listed
on the
label.
Do not use it at
more than the recommended
rate.
Y
The instructions
on how to use the
pesticides
are the best way you can
find out the right way to apply the
product.
The use Instructions
will
tell
- the pests for which the
product is registered
to
control
(Labels use
common names for pests.
Knowing the names of the
pests will aid in
choosing the correct
pesticide.
1
- The crop, animal, or
other item on which the
product can be used.
- Whether the product ia
for general or restricted
use,
- In what form the product
is to be applied,
- How much to use* where
the pesticide
ehould be
applied,
and when it
should be applied.
This section of the label
will remind you that it is
a violation
of Federal law
you --
Statfjag&
An area that has been
treated with one of the
more toxic pesticides
may
have a set period of time
after treatment
before
allowing
re-entry.
If
required
for the product,
this section of the
pesticide
label will tell
you how much time must pass
before the treated
area is
safe for entry by a person
without
protective
clothing.
of ADDlioator
If required
for the
product,
this seotion of
the label will limit
use to
certain
categories
of
commercial applicators.
Every pesticide
should be
stored and disposed of
This section of
correctly.
the label will tell
you how
to store and dispose
of the
product and empty
containers.
(See the self
study guide for safety
training
of on-the-ground
herbicide
applicators
for
further
discussion
on this
topic 1.
1 RESTRICTED USE PESTICIDE
FOR
RETAIL
CERTIFIED
SALE
TO
AHO
APPLMZATORS
APPLICATION
OR
DIRECT
PERSONS
ONLY
UNDER
1
BY
THEIR
SUPERVISION
*DE
PEST+
a
INSECTICIDE
EMULSIFIABLE
WNCENTRATE
INERT
TOTAL
INrBEaNTs:
.._..
_,.
___..._..
.._.._
lQOO%
w
b
DIRECTIONS
FOR
USE
I
I
STATEMENT
OF
PRACTICAL
SEE SIDE
PANEL
PRECAUTIONARY
FOR
TREATMENT
ADDITIONAL
STATEMENTS
EPA EST. NO. 00475
EPA REGiSlRATiON
NO. 135742
NET
CONTENTS
ONE
GALLON
I
I
DIRECTIONS
FOR
CONTINUED
USE
SELf TEST
AND
ANSWERS
3-7
.
1. When you buy a pestioide,
you will reoelvo iostruotions
The80 inatruotions
will be found on:
be uwd.
_
__
-
a.
b.
o.
d.
The label l ttaohed to thr oontainor.
Broohuree and flyorr
put out by the mmufaoturer.
Printrd information
handed out by your doelor.
All of the above.
2. The most important
L_
-
a.
b.
o.
d.
a.
b.
o.
d.
1, fill
on a label
number on this
a. The name of the faotory
b. That FDA has registered
a. That EPA ha8 re&rtered
7. The EPA establishment
z
by different
names:
in the following:
mat
.
label
.
$8
.
.
am
oontain:
Ths oorurr(=‘of inert ingredients
The names of the inert ingredient8
The names of the aotfve iugredlent(r)
a and c above
6. The EPA regirtration
-
may be oalled
produot m8e 8houn on thir label ir
oomon rime for the aotive ingredient
ohemioal me ia
.
pound8 of aotive ingredient8
are
name and addresr of the maautacturer
.,__..,, 0..
b.
c.
d.
is to -
safety equipment
equipment
label
applioation
equipment
of pe8tioidO8
5. The PngredXsnt statement
_I
--
to do before usin# a pertioide
Comaon
Chemioal
Trade
Roth a and b
4. Using Exhibit
The
The
The
The
The
things
Check and test all
Calibrate the spray
Read the pertiolde
Clean the pestioide
3. ALotive ingredients
-
on how It should
and their
tell8
you:
that made the ohemioal
the produot
the produot
number on a produot:
a. The faotory that made the produot
b. That EPA ham regirtered
the produot
o. That the produot oan be legally
sold
pweent.
.
8. Match the following:
1. Moderately toxio
2. Highly toxio
3. Low order of toxicity
A. CAUTIOH
B. UARNINU
C, DANQER
9. Every pestiaide label must aontaln the word(s):
__
a. VAUTION”
b. “DANGER--POISON”
o. “KEEP OUT OF REACHOF CHILDREN”
___ d. “WARNINO”
10. A label may have “DANQERwprinted
on it, without
orossbones, and have a low order of toxioity.
-
the skull
and
a. True
b. False
11. Aooording to Exhibit
-
a. Low
-
b. Moderate
o. High
1, DEPESTOhas which order of toxicity:
12. Assume that you or someone you’re working with is suspected of having
The first
source of information
and
been injured by a pesticide.
instruotlons
for first
aid should oome from:
--
__
_13.
a. A oounty agent
b. The pestlolde
label
o. A referenoe book on poisons
d. The looal pestloide dealer
For everyooe~s safety
handle pesticides:
a.
__
b.
__- o.
. ---._ d.
14.
with
regulations,
by your salesperson
at the time of purohase.
In the same way your frimd
or oo-worker does.
In the same way that has always worked for you.
According to the labeling.
use pestioide
oan only
be legally
used by:
a. A oertlfied
applloator,
or someone he/she
b. A professional
pert oontrol
operator
o. Either of the above
is supervising
15. The most important information
you oan give a phy8iCiaZl
suspected of having been injured by a pestioide is:
__
__
you should
As lnstruoted
A restrioted
__
.-__
and to keep In line
when a person is
a. How long the person has been exposed
b. What first
aid you have applied
a. The label, and the safety data sheet of the suspeoted pestioide.
3-9
1.
d
8r. 3
b. I
0. 2
C
9.
c
d
10. a
?rodwt rime ir DopWo.
camlotl MIW is PestofY.
Chalarl
rime is (trisrlioylic-2,
!s4tobloromrlwrk),
PowId of@
4itWw~-**Nme ahd Mdnn
of mmufa&rer
is AZ Otmnhal8,
Ino. chamity,
ninne8ota
55885.
.
11. c
12. b
13. d
5.
6.
0
7.
a
15. 0
The active ingredients
in a pesticide
are the ohemicals that control
the
target pest.
Pesticides
are rarely
made up only of active ingredients.
Usually a pesticide
is diluted
in water or a petroleum
solvent with other
chemiaals being added before the product Is offered
for sale.
These other
chemioals may include surfactants
, wetting
agents, spreaders,
stiokers,
extenders,
dlluents,
etc.
They usually
make the produot safer, easier to
apply, more convenient
to handle, and more aocurate to measure.
This
combination
of aotive
and inert
(inaotive)
ingredients
is aalled a
pesticide
formulation.
Some formulations
are ready to apply.
Others must
be further
diluted
with water or a petroleum solvent by the user before they
are applied.
How well do you know some of the terms that are important
in the use of
pecticides?
Test your knowledge of them by writing
down the definitions
the terms below.
To oheck your answers* refer to the glossary.
1.
Formulation
2.
Adjuvant
3.
Surfactant
4.
Solution
4-l
for
5.
Suspension
6.
Synergism
7.
Emu1sion
8.
Invert
9.
Absorption
emulsion
10. Adsorption
11. Compatible
C.DfSCUSSIOIP
TYPBS OF FORMiLATI010
Pesticides
are often sold in several
different
kinds of formulations.
You
should ohoosb the formulation
that will be
In making your choice,
beat for each ude.
ooneidar :
.- the plqt,
a&ml,
or area to be treated
‘0% )titectedr
- 4~&;rren4Mn equipment available
and boat
m&h4 fo-r the @jab,
L-7
- hazard of drlf t or runoff.
- safety to applicator,
and other humans
and pets likely
to be exposed,
- habits or growth patterns
of the peat,
- co&a, and
- type of environment
in which the
application
is to be made.
The most common typea of liquid
and dry
formulations
are desoribed
in the following
The abbreviations
are included
mations.
beoause the labels and labeling
may refer
to the formulations
in this way.
Flowables
Emulsifiable
(EC or E)
Some aotive
ingredients
can be made only as
These
a solid,
or a semi-solid.
ingredient8
are finely
ground and put into
a liquid
along with other substances that
make the mixture form a suepension.
This
suspension is a flowable
solid.
Flowables
can be mixed with water.
They seldom clog
spray nozzles.
They need only moderate
agitation
in the spray tank.
Conoentrates
An emulsifiable
concentrate
can be mixed
with water to form an emulsion.
Diluted
EC’s usually
need a small amount of
agitation
in the spray tank.
Solutions
(S)
Formulations
of these pesticides
oontain
the active ingredient
and one or more
additives.
When mixed with water, the
pesticide
formulation
forma a solution
that
will not settle
out or separate.
Solutions
may be used in about any type of sprayer.
Ultra
(F or L)
ktro8018
(A)
iierosola
or “bug bombs” are usually
pressurized
can8 that aontaln a small
amount of pesticide
that is driven through
a emall nozzle under pressure from an inert
gas.
AerO8018
are often used as household
peBtiOide8.
AerO8018 can poee a hazard
when transported
during hot weather.
Low Volume (ULV) Conoentratee
ULV concentrate
aolutlona
o0ntaj.n 8 or more
pounda of active ingredient
per gallon.
The solution
may be close to 100 peraent
ULV concentrates
are
act lve ingredient.
designed
to be used aa is or to be diluted
with only small quantities
of speoifled
solvents.
Low Volume (LV) Conoentratea
These formulations
usually
contain less
than 2 pounds of active ingredient
per
Many of them are solutions
in
gallon.
highly refined
oils.
Generally
no further
The label will give
diiution
is needed.
you directions
for uae.
Liquif
ied Ga8
Some fumigant8
are gases that become liquid
when placed under pressure.
The pressure
in the container
may be either
high or low,
4-3
depending on the produot.
Some nematioides,
in8OOtiOide8,
fUngiOid88~
rodentloides
are formulated
this way.
These formulation8
are applied by:
- injecting
them direotly
- releasing
them under tarps,
- releasing
them into
greenhouse.
into
may be adsorbed to the granule,
or only
coat the OUtSide or both.
Granular
formulations
are safer to apply than EC's
or dusts.
Granular formulations,
like
dusts, should alw8ys be used dry. not mixed
with water.
and
the soil,
or
a structure
suoh as a
Some other eotive ingredient8
r80ain liquid
in an ordinary
oontalnerr
but turn into a
gas as they are applied.
Powders (UP or W)
Wettable
These formulations,
are dry, finely
ground
and look like a dust.
But, unlike dusts.
WPts are made to mix with water.
Host
wettable
powders are much more oonoentrated
Wettable powder8 form a
than dusts.
suspension rather than a true solution
when
added to water.
Continuous agitation
is
needed in the spray tank to maintain
the
suspension.
bust
(D)
Host dust
oontain:
- an
fOr0ulatlOn8
ingredient,
adAVe
are reedy
plU8
- a very fine or powdered, dry,
substanoe 8UOh a8 tal0, Clay,
or voloanio
ash.
The amount
ranges from
Ingredients
particles.
A dust can
areas.
Oranules
t0 use and
Inert
nut hulls,
Soluble
Powder8 (SP)
Soluble powder8 also are dry formulations.
But when they are added to water, the SP
for08 a true solution.
Agitation
in the
spray tank may be needed to get them to
fully
di8SOlVe.
After that, no more
agitation
is needed.
of aotive ingredient
ueurlly
All the
1 to 10 percent.
are ground into fine,
uniform
&lSt tiWEiy8 0U8t be USed dry.
easily drift
into nontarget
(0)
Granular foMwlatlon8
are made by applying
a liquid
for0uletlon
of the aotlve
ingredient
to ooarse pertloles
(granules)
Granule8 are muoh
of borne porous ataterial.
larger then dust partioles.
The pe8tiOide
Baits
A bait
peats.
I
I
(B)
is a formulation
that
Pesticide
inoorporeted
attraots
in the bait
kills
the peat
formulation.
control
rodent
amount of active
formulations
is
than 5 percent.
which eats the
Baits are generally
used to
and inseot pests.
The
ingredient
in moat bait
quite low, usually
less
An adjuvant
Is a substance added to a
pesticide
formulation,
or tank mixture to
Increase the effectiveness
of the active
Moat pesticide
formulations
ingredient.
Some product labels
contain additives.
recommend that adjuvanta
not be used.
Caution must be taken; lndiacrjminatly
adding adjuvants
may decrease the
Some
effectiveness
of the pesticide.
common adjuvanta
and their effeota
on
pesticide
formulations
are:
more than one
Mix two or more pesticides
together
only if
they are compatible,
one does not affect
the properties
of the other.
Some
different
pesticides
are formulated
together
by the manufacturer.
Also, some
pesticide
labels list other pesticides
with
Other labels
whioh they are oompatlble.
may state that you should not mix the
produot with certain
peatioidea.
allow petroleum-baaed
to mix with water to form
ooncentratea
(EC’s);
It is very important
not to
Indiscriminately
mix pesticides.
The
material
should always be mixed for
specific-use
reasons, and only then when
compatibility
has been determined.
- Invert
emulsifiers
allow water-baaed
pesticides
to mix with petroleum carriers
to form a mixture oontaining
a
water-soluble
pesticide
dispersed
in oil;
It is also important
to check for
compatibility
of the pesticide
with the
spray tank and application
components.
A
pesticide
may react with incompatible
application
equipment,
oausing excesslvo
oorrosion,
dangerous gaaear etc.
through
of a
of
coated
and;
COMPATIBILITy
- Drift
retardants
(thickeners)
reduoe
drift
by increasing
the droplet
size.
They can also help reduce foeming;
reduce phytotoxicity
on a plant;
- Spreaders help form uniformly,
layers over the treated area,
An adjuvant
usually
contains
of the above additives.
- Buffers are used when mixing pesticides
of different
acidity
or alkalinity;
- Softeners
pesticide
on the
- Wetting agents reduce the surface tension
of pesticide
mixtures
to Increase surface
They are also used in mixing
spread.
wettable
powders with water to increase
their adherance to a treated
surface.
- Anti-foaming
agents which reduce the
foaming of spray mixtures
that may result
from vigorous
agitation;
- Penetranta
help get a pesticide
the outer surface to the inside
target pest;
help keep pesticides
area;
- Surfactanta
inoreaae the emulsifying,
dispersing,
spreading and wetting
properties
of a pesticide
product.
Enhanoea the combining of liquids
with
different
properties,
such as water and
oil.
ADJUVANTS- ADDITIVES
- Bmulsifiera
pesticides
emulsifiable
- Stickers
treated
a
4-5
SELF TEST
AND
ANSWERS
4-7
1. Which of these pestiside
with water:
-
formulations
would form a
true solution
when mixed
a. Wettable Powders
b. Emulsifiable
cower&rates
c. &l&ions
2. When two or more pestieldes can be mired together and one does not affect
the properties
of the other, they are s&d to be:
L
___
a. Synergistio
b. ComIUme&tary
0. Phytotoxic
d. Compatible
3. Match the followdlpg:
I_
a. Suepenaion
_I_
b. golutlon
c. Emulsion
d. Invert emulsion:
4. Dusts drift
-a.
-
formulations:
~5
xxx?times
added4 to pesti&des
a. Red,uce foamfng
b. Reduce di-if’t:
Aid in penetration
d,. All of these
6. Liquefied
_
__
less than granule
True
b. Falao
5. Adjuvants
I_
-0.
_
1,. The Ingredients
will not
8bt.tle aut .
2. Suspenrion of water
in oil.
3.. Suspension
of oil: in water
4. Particles
mixed (dispersed)
in a l&quid.
a.
b.
o.
gases are used as:
hUUi&lIktS
Sprays
Plowablea
4-8,
to:
7. Whioh of these must be agitated
8, Which picture
as applied?
a.
-
b.
shows an emulsion?
OIL
DROPLETS
-
b.
a.
9. Match the following:
__
-
a. Baits
b. Dusts
c. Granulea
-
d.
8.
f.
g.
10. Most dust
application.
-
1. Dry formulation
that
dissolves
in water.
2. Forms a suspension in
water
3. Attraots
pests.
4. Coarse particles.
5. Fine powders applied
dry.
6. When two pesticides
are mixed together
their aotivity
is
greater
than the sum
of the two.
7. Aids in mixing oil and
water.
Soluble powders
Wettable powders
Surfactant
Synergistio
and granular
formulations
are to be mixed with
a. True
b. False
4-9
water
prior
to
1.
c?
6.
a
2.
d
7.
a
3a. 4
b. 1
c* 3
d. 2
8.
b
9a.
b.
0.
tl.
3
5
4
4.
b
5.
d
1
2
F: 7
s. 6
lo.
4-10
b
A. INTRODUCTIOll
Without pestloides,
we would not have the food , fiber,
and the quality
of
life we have some to expeot.
Beoause pestioides
oan be dangerous if used
improperly,
Congress has pa88ed laws affeoting
pestiolds
use.
These laws
try to balance the need for pestioides
against the need to protect
people
and the environment
from their misuse.
You,
B.
m
Servioe employee , need to be familiar
as well as Forest Servioe polioy
regarding
as a Forest
regulations,
YOU m
with these laws and
pestioide
use.
TO UND-
How well do you know some of the terms that are important
in the use of
pesticides?
Test your knowledge of them by writing
down the definitions
for the terms below,
To oheok your answers, refer to the glossary.
1.
Restrioted-use
2.
Certified
3.
Residue
4.
Toleranoe
5.
Suspended
6.
Canoelled
Pestioide
applioator
5-l
The law dpaa allow
C.
The FEDERAL INSECTICIDE FUNGICIDE, AND
AODENTICIDE ACT (FIFRA), as amended is
the law, that regulates
the
registration,
manufacture,
transportation,
and use of pestioides.
FIFRA was substantially
amended In 1974
the user in
and 1978. The law affects
many ways. Most importantly,
FIFRA
provides
chat -- all pestioides
must be Used only as
directed
on the label.
- all pestiaide
uses must be
classified
as wrestriotedn
or
“general”.
- persons who buy or use
restriated-use
pestloldes
llrust be
as oompetent pestioide
certified
appllaators
or must be direotly
supervised
by a oertified
appliaator.
- persons who do not obey the law will
be subjeot to penalties
(fines and
jail
terms 1.
- apply
a pesticide
pest
on the labeling
appliaation
is
animal, or site
listed.
any target
you to -against
not listed
if the
to a orop,
that is
t
- use any equipment or method
of applloation
that Is not
prohibited
by the labeling.
- mix a pesticide
or
pest&idea
with a
fertilizer
if the mixture
is
not prohibited
by the
label lng.
- mix two or more oompatable pestioides
if all the dosages are at or below
the reoonunended rate.
The Environmental
Proteotion
Agenay
(EPA) administers
FIFRA and by
regulation
has set minimum standards of
competenoe for users of restrioted
use
The Forest Servioe,
in
pesticides.
certain
oategories,
and the States have
developed their own plans for
oertifioation
of oompetenoy that meets
A person who wishes
EPA’s standards.
to beoome oertlfled
by a Federal or
State agenoy should know the
information
In the following
seotions.
EPA direots
that pesticides
irill
be
alassified
as nrestrlotedn
or
“general n. Many times, all the uses of
a particular
formulation
are olasslfied
as restrioted
or all of them are
classified
ae general.
SometlmeBc
however, oertaln
uses of a formulation
are restrioted
and other usea
of
the
.Bame produot are not.
For example,
TORDON101 Is restrioted;
TORDON101R
In these oases the
is not restrioted.
direotlons
for use for the two
olasslf ioations
must be olearly
separate from one another.
A pesticide
(or some of its uses)
be olacrsified
as “general
useN if
not likely
to harm humans or the
environment
when used as directed
the label.
A pesticide
may not be used in any
manner whioh is not permitted
by the
You must use the pesticide
1abel ing.
otly on the plants,
animals, or sites
specified
in the directions
for use.
You may not use higher dosages, higher
concentrations,
or more frequent
applioations
than speolfied.
You must
follow directions
for use, safety,
mixing,
diluting,
storage,
and disposal
-- a8 well a8 restriotions
on re-entry
and days to harvest,
slaughter,
and
grazing.
will
it
is
on
A pestioide
(or some of its uses) will
be olassified
as Westrioted
use” if it
could cause human injury
or
environmental
damage if not applied by
oompetent persons (oertlfied
applioators)
who have demonstrated
the
ability
through testing
to use the8e
pestioides
safely and effeotively.
5-2
must be recertified
at set periods.
Check with your State or Agency to
determine
the requirements
you need to
meet.
Classification
of pesticides
and
pesticide
uses may be based on -- the potential
for injury
of
humans,
- the type of formulationc
- the way the pesticide
is used,
- the place in whioh the pesticide
used, and
- the potential
for harm In the
environment.
Many adjoining
States have developed
agreements to allow certification
in
one State to be acoepted in the nearby
States or throughout
a region.
The
Forest Service has developed reciprocal
agreements with many States.
is
Certified
pestioide
applicators
fall
applicators
into two groups -- private
The
and oommercial applioators.
differenoes
are disoussed In the
following
sections.
When a pestioide
is restrioted.
the
label will read sRestricted
Use
Pesticide”
on a prominent part of the
When a pestioide
is
front panel.
olassifled
for general use, the words
“General Classlf iaations
will appear
immediately
below the heading
nDireotions
for We”.
PRIVATE APPLICATORS
Private
applioatora
are persons who use
or supervise
the use of -ted
us!!!
g&&Qim
in produoing
an agrioultural
oommodlty on property
owned or rented
by themselves or their employer, or on
the property
of another person with
Examples of
whom they trade servioes.
private
applioators
are farmers,
ranohers,
florioulturiats,
and
Private
applicators
are
orchardists.
trained
or tested in the safe use and
handling
of peatioides
and pest control
praotices
assooiated
with agricultural
operations.
many
NOTE: Although EPA has olaseified
pesticide
produots and uses, a few
pestioides
have not yet been
In these instances,
you
olassified.
should pay close attention
to the
signal words and human and
environmental
hazard statements on eaoh
produo t .
Persons who are not certified
pestioide
applicators
may not purohase or use
restricted
use pesticides
unless they
are direotly
supervised
by a oertified
applicator.
COMMERCIAL APPLICATORS
Commeroial
are persons who
for hire
on property
other than their own, and
government workers (For example, Forest
Service employees) who apply pesticides
Commeraial appllootors
on their
jobs.
are trained
and tested in the general
areas of safe use and handling
of
They then receive training
pesticides.
and testing
in one or more specifio
uses, inoluding
-ude rertrioted
Certffioation
requires
training
and
testing
for oompetenoy in the aafe and
effeotive
handling
and use of these
pestioides.
The State or Federal agency may oonduot
the training
and tests for
certification.
The State may impose
stricter
standards than those required
by FIFRA.
EPA requires
each State and
Federal agencies with oertification
plan to maintain
a program to assure
that certified
applicators
have ourrent
oertification,
This oertification
is
not like a dootorls
or plumber’s
lioense that is good for the holder’s
entire
oareer.
A oertified
applloator
applioators
I)
agrioultural
pest oontrol
(plant
animal 1
forest pest control
ornamental
and turf pest oontrol
right-of-way
pest control
seed treatment
aquatio pest aontrol
5-3
or
- industrial,
institutional,
structural,
and health-related
pest
control,
- regulatory
pest control,
and
- demonstration
and researoh pest
control.
registered
this way. Look for the
official
EPA registration
number (whioh
must appear on the label)
to be sure
you are buying an approved product.
(known
as SLN or 24(o) registrations)
are
beooming more oommon. They allow a
State, under some oonditions,
to
register
w
for a
Federally-registered
peetioide.
These
registrations
often inolude additional
applioation
sites or pe8ts, as well as
alternate
oontrol
teohniques
beyond
those listed
on the Federaly-registered
Several States have different
or
additional
oategories
for oommeroial
applioatorr.
f’or example,
These oategorlor
aerial applioation
inolude,
or wood
preservation.
It is illegal
to apply a restrlotd-us6
pestioide
in a category
are ~QR aertified.
in whioh you
label.
PEUALTIES
The manufacturer
must provide
supplemental
labeling
for eaoh 24(o)
registration.
Users must have a copy
in their possession
of the 24(o) label
in order to legally
apply the pestiaide
for the purpose shown on that label.
These registrations
are legal only in
the State or local area speoified
in
the labeling.
If you violate
the law or regulations
enacted under FIFRA, you are subjeot to
The fine oan be as
civil
penalties.
much as $5,000 for each offense ($1,000
for private
applloators).
Some
violations
of the law may also subject
you to criminal
penalties.
These oan
be as much as $25,000 or 1 year in
prison,
or both, for commercial
Therefore,
to use a
applicators.
pesticide
in a manner inoonslstent
with
its labeling
is a violation
of federal
law, state law, and Forest Servloe
policy.
are used when an emergenoy pest
situation
arises for whloh no pestloide
is registered.
If both Federal and
24(o) registrations
would take too long
to 18sue, an emergenoy registration
oan
be used, known as Qeotlon
18
exomptionan.
Striot
controls
and
reoord keeping are required for all
theue emergenoy u8cm. The agenoy that
has granted the emergenoy exemption
will supply you with the neaessary
rates,
safety preoautlons,
and other
vital
information.
RBQISTRATION
Every pesticide
that is bought,
sold,
or used in the United States muat, by
law, be registered
by EPA. EPA
approves not only the produot itself,
but also eaoh separate use for whioh
the produot is Intended,
as well as the
product
label.
You are responsible
for
applying
only those pesticides
that are
registered.
You may encounter
registration
--
three
major
types
RESIDUES AND TaLERANCES
The pesticide
that remains In or on
food or feed is oalled a residue.
Residues that remain in food or feed at
harvest or slaughter
are oarefully
monitored
to avoid hazards to people
and domestio animals that will eat
these produots.
of
- Federal registration
- special looal-needs
registration
- emergenoy exemptions from
registration.
v
.
Most pestioide
EPA sets residue m
in parts
per million
(ppm) for all orop and
animal produots intended for food or
feed.
A toleranoe
is the max.Smum
are the ma
uses are
5-4
Anyone who ships peetioides
amount of peetioide
residue that may
remain on or in treated
crops and
animals that are to be sold for food or
These toleranoes
are determined
by extensive
testing.
To ensure
safety,
the levels usually
are set at
least 100 times lower than the amount
known to be harzardoua.
If the residue
exceeds
the tolerence,
the food or feed
may not be marketed or sold.
feed
States
between
--
- The pesticides
muat be in their
Each package must
original
paokagea.
meet DOT standards.
- The vehicle
must have a correct
sign.
- Manufacturers
must put the
correct
warning signs on each
package.
- The peatloides
may not be
8hQqmd in the same vehlole
with food
prOduOt8.
I DOT must be contaoted
immediately
if the vehicle
is
involved
in an aocident:
l
The Food and Drug Admlnietration
(FDA~
monitors food and feed for toleranoe
FDA sets tolerances
for
violation8.
residues resulting
from pestioldes
applied
to food or feed after harvest.
This agency may condemn and 3eixe any
products exceeding the toleranoes
and
may proseoute
violators.
The Meat Inspection
Division
U.S. Department of Apioulture
monitora pestloide
toleranoee
animala and animal products.
must know that
8) ;Lf 8omeone is
b) if someone is
badly enough
or
c) if damage is
of the
(USDA)
in
killed
injured
to go to a hospital,
more than
- DOT must be contacted if
spill
during shipment.
The 1958 Food Additives
Amendment to
the Food, Drug and Coemetlc Act
include8
a part called the Delaney
Clause.
This clause requires
that
be
chemicals used as food additives
considered
aa human carainogens
If they
produce oancer in any animal apeolea,
at any level of exposure.
It must be
stressed that the Delaney Clause
applie8 only to food additives.
During
these past 25 year& it has never been
extended to any of the many other
chemloals in our environment
primarily
beoauee of objeotiona
from the
soientifio
oommunity.
With few
exceptions,
toxioologiata
rejeOt the
concept of the Delaney Clause beoause
It excludes the exeroise of aoientlfic
judgment in the evaluation
of researoh
data.
$50,000.
there
is a
State and local laws may require
additional
precaution8
for the
transport
of pesticide
products.
Application
of pesticides
from
airplanes
is regulated
by the Federal
Aviation
Administration
(FAA) and may
FAA
also be regulated
by your State.
ability
of
judges both the flying
pilot8
and the safety of the aircraft.
FM rules
say that an aerial
applloator
may not apply any pesticide
exoept as
the label directs,
In addition
to the laws and regulations
that you or a pesticide
applicator
have
to abide by, there is Forest Servioe
polioy
that must be followed.
The
policy
is contained
in Forest Service
Manual 2150 (FSM 2150) Pesticide-Use
Management and Coordination.
You
should now review the section of the
Forest Service Manual,
OTHER REOULATIONS
Shipment of pesticides
and other
dangerous aubstanoes across State lines
is regulated
by the U.S. Department of
Transportation
(DOT). DOT issues the
rule8 for hauling
the8e materiala,
5-5
SELF TEST
AND
ANSWERS
5-7
1.
Matoh the followingl:
-
a.
b.
a.
d.
Residue
Canoelled prrtioidr
Certified
applioator
Suspended perticride
1.
rerrtrioted-we
2.
3.
b.
2.
A11 pea$ioidee
for --a.
-b.
-
3.
4.
nest be olapsified
Peatiolde
No longer
Wo longer
and labeled
the we of
pertloidea
left on orop
legal to u8e
registered
ior uee
by the maINAfa&kWer
general use
restrioted
we
o. either
Applloators
who violate
1
a.
b,
-
o. both a and b
fines
jail
FXFRA may be subjoot
to 3-
terms
Matoh the Isllowing:
-
a. DOT
b. BPA
E
o. 24(o)
-
d. tol@ranor
-
l . USDA
-
f. FDA
g. lhuergenoy exemption
from registrqtion
FAA
mh,
1.
2,
3,
4,
5.
6.
7.
8,
5.
Can use or eupervire
It
is Forest Servioe poliqy
that
pestioides
label.
-
The amount of pestioide residue
allowed on farm produots
and
oonsidered safe.
Setr rerrfdue t~J.ermoee
Sppoial looal-needs
registrations
Used when an emeqewy pest
situation
ariecbe 4’~ which no
pestioide is regirrtered.
Monitor8 food and feed t’or peatioide
f+ler+r-ioe viqiatipps.
Monitors peatiolde
toleranoee In
anlmale and animal produots
Regulates shipment of’ peetlcides
Rquletea aerial applioatlon
a. True
b. False
5-8
be used aa directed
on the
6.
Training
___
7.
for
certifioation
may be conduoted
by --
a. State agencies
b. Federal agencies
o. Both of these
USDA Forest Service employees who apply
of their job are considered
-__
I_
--
8.
and testing
restrioted-use
pest&ides
as part
a. private
applioators
b. oommeroial applioators
0. nonoomrneroial applioators
Servioe
Manual --
polioy
Forest
on the use of pesticides
is in Forest
Servioe
a. 3450
b. 1950
o. 2150
9.
A reoord of the applioation
maintained
for --
of reetrioted
use pestioides
shall
be
a. one year
b. two years
---
o. three
10. The direot
years
applioaiton
a. Regional
b. Forest
o. Forest
11. When a pestioide
of a pesticide
to water
is to be approved
by --
Forester
Supervisor
Pestioide
ooordlnator
treated
area
is posted
the sign
should
a. the name and address of the manufacturer
b. the name of the pesticide
only
o. the name of the pesticide,
date of application,
for additional
information.
5-9
indicate
--
and who to contact
,
,
la. 2
5.
a
b. 4
1
6.
a
7.
b
8.
o
9.
b
do: 3
2.
cl
3.
c
7
b. 2
0. 3
d. 1
4a.
or 6
f. 5
g. 4
h. 8
5-10
10.
a
11.
0
I-
,
A.
There are many reasons for using pestioides
safely,
but the primary
ones are to proteot
yourself
and other people from Injury,
and to avoid
harming the environment.
Most pestioide
aooidents
knowledge about handling
result
from oareless praotioes
and applying
pestloldes
safely.
or lack
of
B.
How well do you know some of the terms that are Important
in the use of
pesticides?
Test your knowledge of them by writing
down the definitions
for the terms below.
To oheok your answers, refer to the glossary.
1.
Penetration
2.
Ingested
3.
Contaminate
4.
Organophosphates
5.
Carbamtes
6.
Organochlorines
6-l
c. DISCUSSION
HOWPESTICIDES CAN HARM US
Pesticides
can cause injury.
They are
toxic,
especially
the insecticides,
and
Manuf z:?‘turers find out
rodenticides.
how toxic a pesticide
1s by testing
it
on animals,
The product 9s hazard -the danger that It will Injure
someone
-- depends on the toxicity
of the
active Ingredient
plus the degree of
exposure to the product during use.
Most pesticides
can cause injury
if
However every registered
misused.
pesticide
can be used safely with
Children under 10 are the
proper care.
victims of at least half of the
accidental
pesticide
related
deaths in
If pesticides
were
this country.
always stored and used correctly,
children
and adults should never be
injured.
Many pesticides
can enter the body
through the skin.
You may get more
Into your body this way than you would
by accidentally
swallowing
or inhaling
while working.
You can help prevent accidents with
pesticides
by aai:‘lg and storing
pesticides
a%;ay .?,“~a children
and other
untrained
per 5,tns. Always take care to
follow dirsc+.lonu
when using a
pesticide.
Products for re:,tricted
use need
They should be handled
specia.: care.
The
only 0. certified
applicators.
label iu ya.:: guide.
SYMPTOMSOF PESTICIDE
POISONING
You should know what
can be caused by the
also should know the
which eaoh pesticide
Look for
pesticide
two kinds
illness.
kind of sickness
You
pesticides.
conditions
under
may make you sick.
of clues to
Some clues are
feelings
that only the person who has
been injured
can notice -- such as
These feelings
are
nausea or headache.
signs that are as important
as any
You should know what
visible
clue.
your own feelings
might mean and what
signs to look for In your co-workers
and others who may have been exposed.
All pesticides
in the same chemical
group cause the same kind of illness.
The effects
may be mjld or severe,
depending on the pesticide
and the
However, the pattern
amount absorbed.
of illness
caused by one type of
pesticide
is generally
consistent.
Of
court-38 l every one who has some of these
signs and symptoms has not always been
Other kinds of
injured
by a pesticide.
sickness may cause similar
signs and
Headache and a feeling
of
symptoms,
being unwell,
for example, may signal
the start of many kinds of illness.
The pattern
of symptoms will make it
possible
to tell one kind of illness
from another.
Get medical advice quickly
if you or
any of your fellow workers have unusual
If you
or unexplained
symptoms.
suspect a person has signs or symptoms
of a pesticide
illness,
do not leave
Do not let yourself
that person alone.
or anyone else get dangerously
sick
before going to a physician.
Take the
container
(or the label)
of the
pesticide
to the physician
along with
the safety data sheet if available.
These pesticides
injure
the nervous
The signs and symptoms go
system.
They usually
occur in
through stages.
this order -Mild
-
Symptoms
fatigue
headache
dizziness
blurred vision
too much sweating
salivation
and
- dizziness
- nausea and vomiting
- stomach cramps or diarrhea
Moderate
With more severe illnesses,
convulsions
They may even appear without
follow.
the warning symptoms. A coma may
follow the convulsions.
The person
also may be unusually
excited or
irritable.
Symptoms
-
unable to walk
weakness
cheat discomfort
muscle twitches
pupil of the eye becomes
smaller
- earlier
symptoms that
become more severe
The signs and symptom5 of akin
include --
Severe Symptoms
- redness
- burning,
- blisters
- unoonaciousneaa
- pupil of the eye becomes
very small
- muscle twitches
- secretions
of mouth and
nose
- breathing
difficulty
- death, if not treated
Other signs
include -
Illness
may be delayed for a few
hours.
However, if the signs or
symptoms start more than 12 hours after
you were exposed to the pesticide,
you
probably have some other illness,
Check with your physician
to be sure.
CarbW
The only carbamatea likely
to make you
dll on the job act almost like the
organo- phosphates.
They produoe the
same signs and symptoms. However, the
injury
they oauae can be corrected
more
easily by a physloian.
For this
reason* most oarbamates are safer than
organophoaphates.
The label will warn
you of the danger.
-
and symptoms of poisoning
headache
nausea
stomach ache
restlessness
hot feeling
flushed skin
sweating
deep and fast breathing
fast heart beat
fever,
ashen color
collapse,
and
coma
Too much exposure to these compounds
may make a person seem drunk.
The
signs and symptoms are --
and symptoms of poisoning
headacv
nausea
vomiting
general discomfort,
and
Severe poisoning
usually
runs a rapid
course.
One usually
dies or la almost
well within 24 to 48 hours.
Not many organochlorlnea
(chlorinated
hydrocarbons)
have injured
the user.
Early signs
include --
exposure
and
6-3
poor coordination
slurring
word5
confusion,
and
sl cepl ness
Repeated exposure to the fumigant,
methyl bromide, has caused permanent
internal
injury
without
early
sign: or
symptoms of poisoning.
You can ab:-orb
a fatal dose of it before symptoms
appear.
INORGANIC PESTICIDES
Large, single doses
pesticides
that are
mouth or through the
vomiting
and stomach
and symptoms depend
which the pesticide
- Rinse your mouth with plenty of
water
- Go (or be taken) to a
physician,
especially
if
you swallowed the pesticide.
- It is sometimes dangerous to
cause vomiting;
follow label
directions.
of most inorganic
taken fn either
by
skin cause
pain.
The signs
on the mineral from
is made.
PLANT-DERIVED PESTICIDES
If a pesticide
Is splashed Into the eyes,
wash it out Smmediately with an eyewash
bottle
for about 10 to 15 minutes.
(See
the application
label and safety data sheet
for more information.)
Some plant-derived
pesticides
are very
Teohnical
(undiluted)
pyrethrum
toxic.
some
may cause allergic
reaations.
rotenone dusts Irritate
the respiratory
Nicotine
Is a very fast-acting,
traot.
toxic substance.
Some other
plant-derived
pesticides
are
strychnine,
rotenone,
and red squlll.
PROTECTING TOUR BODY
Pesticides
oan enter the body in many
ways. The main onea are --
FIRST AID PROCEDURES
- getting
the pesticide
skin,
- inhaling
it, and
- swallowing
it.
Read the directions
in the *Statement of
Practical
Treatment”
on eaoh label.
These
instructions
can save your life
and the
lives of fellow employees.
on your
To prevent this contact,
you must wear the
recommended protective
clothing
and
The pesticide
label will tell
equipment.
you the kind of protection
you need.
Remember to bathe when you finish
working
with pesticides
or pesticide-contaminated
Any time you spill
a pesticide
equipment.
on yourself,
wash immediately.
PROTECTIVE CLOTHING
If you get a pesticide
on your akin, remove
the pesticide
as quickly
as possible.
Remove all contaminated
clothing.
Prompt
washing may prevent sickness even when the
spill
is very large.
Don’t forget your
hair and fingernails.
Water-wettable
powders or suspensions are easy to remove
with plain water.
So are most emulsifiable
concentrates
and emulsions.
Solutions
of
pesticides
in petroleum oil or other
solvents
are harder to remove without
soap
Detergents
work better
or a detergent.
than soap.
If you inhale
immediately.
a pestlolde,
If you splash
or swallow it
a pesticide
--
get to fresh
into
air
your mouth
6-4
Bpdv Co~%l&x
Any time you handle
wear at least --
pesticides,
you should
- a long-sleeved
shirt and
long-legged
trousers,
or
- a long-sleeved
coverall
type
garment.
This clothing
should be made of closely
When handling
very toxic
woven fabric.
materlala,
you also should wear a
liquid-proof
raincoat
or apron.
Wear
trousers outside of the boots to keep
pesticides
from getting
inside.
away. If they get wet with highly toxic
pesticides,
destroy them. They are
difficult
to get clean by normal methods.
Do not store or wash contaminated
clothing
with the family laundry.
Wash hats,
gloves, and boots daily,
inside and out.
Hang them to dry.
Test gloves for laak:. by
filling
them with water and gently
squeezing.
Gloves
When you handle highly
toxic pesticides,
Wash your goggles and face shields at least
wear liquid-proof
neoprene gloves.
Always
once a day.
Elastic
fabric headbands often
read the label for specific
instructions.
absorb pesticjdes
and are difficult
to
However, be aware that some fumigants are
clean.
readily
absorbed by neoprene.
The label
RESPIRATORY PROTECTIVE DEVICES
should tell you when and what kinds of
.
gloves to use. They should be long enough
tract -- the lungs and
to protect
the wrist.
Gloves
should not be The respiratory
other
parts
of
the
breathing
system -- i..q
lined with a fabric.
Sleeves should be
much
more
absorbent
than
the
skin.
You
outside of the gloves to keep pesticides
must wear an approved respirator
when the
from running down the sleeves and into the
label directs
you to do so.
gloves.
Hats
Wear something to protect your head.
Headgear should not have a cloth or leather
These sweatbands are difficult
sweatband.
to clean if chemicals get on them. Plastic
hard-hats
with plastic
sweatbands are good.
Boots
For highly toxic materials,
wear unlined
neoprene boots.
However, some fumigants
are readily
absorbed by neoprene boots.
Follow the label instruotions.
Goggles
Cartridge
Cart&&e
or Faoe Shield
Wear goggles or a face shield when the
label recommends that you do so, or if
there is a ohance of getting
pesticides
in
Your eyes will absorb some
your eyes.
pesticides.
Follow the label instructions.
Care of Clothing
Wear clean clothing
get wet with spray,
Respirator
daily.
Jf your clothes
change them right
6..-5
Res.p.Lrator
You should wear this kind of respirator
when you are exposed to an intermittent
conoentratjon
of highly
toxic pestlr:.lde:j,
or as recommended by the label.
The
inhaled air comes through both a filter
pad
and a cartridge
made to absorb pesticide
vapors.
Most harmful vapors, gases, a!rd
particles
are removed.
These half-face
masks cover the mouth and nose. To cover
the eyes also, use a mask that is combined
with goggles or wear separate goggles.
- when thn label directs
of this equipment.
the use
Clean air is pumped through
face mask.
a hose to the
Canister RespiZtor
-.
You should wear this kind of respirator
when you are exposed to a aontinous
concentration
of highly
toxic pesticides,
or as the label directs.
Self-contained
Breathing
Self
Breathina
The canister
has longer-lasting
absorbing
material
and filters
than does a cartridge
respirator.
Gas masks usually
protect
the
face better than cartridge
types of masks.
Neither kind will protect
you during
fumigation
or when the oxygen supply is
low,
Apparatus
Contained
You should wear this kind of respirator
under the same conditions
as the supplied
It does about the same
air respirator.
thing.
The differences
la that you carry
cyclinderv
of air or oxygen with you,
This lets you move
usually
on your back.
more freely
and over a wider area than you
can with a supplied
air respirator.
Specific
types of cartridges
and canisters
protect
against specific
gasses and
Be sure you choose one made for
vapors.
the pesticide
you are using.
Use only
those approved by the National
Institute
for Occupational
Safety and Health (NIOSH),
or the Mining Enforcement and Safety
Adminlsration
(MESA).
Supplied Air Respirator
You may use this kind of respirator
when
mixing or applying
highly toxic pesticides
--
The respirator
must fit the
Long sideburns,
a beard, or
prevent a good seal.
Read
manufacturer’s
instructions
care of any respirator
and
you use it.
- when the oxygen supply is low,
- when you are exposed in
enclosed areas, as in
fumigation,
or
When applying
pesticides,
change filters,
cartridges,
and canisters
if you have
trouble
breathing,
or if you smell
Remove and discard filters,
pesticides.
6-6
face well.
glasses may
the
on the use and
Its parts before
,I’
cartridges
and canisters
after use. Then
wash the face piece with detergent
and
water, rinse It, and dry it wj th a clean
Store it in a clean, dry place away
cloth.
from pesticides.
The useful life of a cartridge
or canister
depends on the amount of absorbent
materials,
the concentration
of
contaminants
in the sir, the breathing
rate
of the wearer, and the temperature
and
humidity.
Follow the manufacturers
recommendation.
If you have trouble
breathing
while wearing
to
a respiratory
device, see your physician
find out whether you have a respiratory
problem.
PROTECTINQ THE ENVIRONMENT
The environment
Is our surroundings
and its
many forms of life.
Water, air, 8011,
plants,
and wildlife
are important
parts of
our environment.
Because pesticides
can be
pollutants,
you must use them correctly
to
YOU
prevent harm to the environment.
should be aware of how pestlclde
contamination
can affect
our natural
resources.
By knowing and following
good
application
practices,
the applicator
and
the environment
can be protected.
Using pesticides
directed
on the
animals, leave
the environment
Pesticides
can
used with care.
can occur.
in a way other than as
label can injure
plants and
Illegal
residues,
and damage
In many other ways.
oause harm if not chosen and
Here are some ways damage
Runoff from sprayed fields,
especially
those treated with insecticides,
can kill
fish in a nearby stream or pond.
Life in
streams can be harmed by careless tank
filling,
draining
and improper container
disposal.
In addition
to harming the environment,
these misuses can result
In lawsuits,
fines,
and loss of certification.
If more than one pesticide
will control
your target pest, choose the one that is
the least hazardous to the environment
and
most useful for your situation.
Persistence
Not all pesticides
act the same after
apply them. Most are in one of these
groups :
you
two
Pesticides
that break down quickly,
remain
on the target or in the environment
only a
short time before being changed into
harmless products.
Pesticides
that break down slowly may stay
in the environment
without
change for. a
These are called persistent
long time.
Most of them are not broken
pesticides.
down easily by micro-organisms,
and are
only slightly
soluble
in water.
Some persistent
herbicides
can injure
future crops planted during the next year.
However these pesticides
seem to be of
little
hazard to the environment
beyond the
treated
soil.
Pesticides
become a problem when they move
Problems may arise when a
off target,
pesticide
-Do not let a pesticide
contact anything
except the target area.
Drift
from
herbicides
can kill
nearby crops and
You
may kll ! bees and
I andscape plants.
other pollinators
wit11 Insecticides
if you
treat a crop while they are working In a
field.
Or you could kill
parasites
and
predators
that help control
hatemful
insects.
6-.7
drifts
out of the target area
as a mist or dust,
moves onto the aoil through
runoff or erosion,
leaches through the soil,
is carried
off as residues
in
crops and livestock,
or
evaporates
and moves with air
currents.
Pesticides
also may reaoh water
This happens because of
indireotly.
erosion,
runoff,
and leaching.
Peeti&&g
Persistent
pesticides
may limit
future
planting.
You can plant only crops whioh
the pestlaide
will not kill
or contaminate.
1
Even pesticides
directed
at plants or
animals can move to the soil.
They may be
washed or brushed off.
They may be worked
Into the soil with dead plant parts.
Pesticides
can help the environment
when
Most importantly,
they can
used correctly.
help produce better quality
and higher
yields of food, fiber,
and timber.
Pest&&&g
Mists and fine
they may drift
sprays should
onto nontarget
be avoided
areas.
Weigh carefully
the advantages
disadvantages
of each pesticide
Choose the pesticide
that will
damage while giving good control.
of the job carefully
eaoh-part
beginning
to end.
as
Water can be polluted
if you use the wrong
peaticjde
or apply it carelessly,
resulting
in possible
damage to fish and aquatio
ljfe.
Pestiaides
8 result
alao
of --
can reach water
directly
USQ
and
u3e.
do the least
Plan
from
USE m
as
Read, study, and oomplete the Forest
Serviae Self Study Quide for Safety
Training
of on-the-ground
Herbicide
Applioators.
Read the sections
drifts,
spills,
applioatlon
to waterways
(ditches
and streams),
and
incorrect
disposal
methods.
on --
and Registration
- Mixing and Applying
-Transportation
- Storage and Spills
- Labelling
6-8
SELF TEST
AND
ANSWERS
6-9
1. A pesticide
applicator
his/her
body through-a.
-
pe8tiCide8
require
--
a. General applicators
b. Applicators
who have 10 hours of pe8tiCide
c. Certified
applicators
3. If someone is taken
pesticider
the pe8tiCide
-a.
-0.
true
b. false
doesn't
to a physician
label should
injury
by a
matter
on your skin,
you should
Wa8h the
a. within
1 hour after you were exposed
a8 soon as you complete the application
c. immediately
at your normal. bathing
time
5. Select the fcllcwing
with organophosphate
__
___
__
_I_
___
___
training,
because of possible
accompany her/him.
4. If you spill
a conoentrated
pe8tiOide
exposed area with soap and water -__
-b.
__
-d.
more of most peatlcldes
Skin
b. Mouth
0. Nose
2, Restricted-use
__
__
-
has a chance of getting
a.
b.
0.
d.
e.
f.
signs and 8ymptoms you would expect
illness
--
blurred
vision
constricticr?
of the pupil in the eye
blisters
secretions
from mouth and nose
flushed skin
muscle twitches
.-
6-10
.
to be associated
into
6. The signs and symptoms of most
are similar
to those of
organophosphates,
but the injury
can be corrected
more easily by a physician.
__
-
a.
b.
c.
d.
organochlorines
fumigants
Pentachlorophenols
carbamates
7. The best headgear
__
_-
a.
b.
c.
d.
to wear when applying
a.
b.
c.
d.
a.
b.
o.
d.
would be good outerwear
highly
toxic,
pestioides
for
--
toxic
pestioides,
gloves
should
not
neoprene rubber with ootton lining
cotton
neoprene rubber without
lining
any of the above
gloves
and boots,
a. outside each
b. inside each
c. either
way
11. The cartridge
or oanister
often as the manufacturer
chemical.
__
work,
be made from --
10. To prevent a pestioide
from getting
into an applioator’s
shirt sleeves and trousers
should be worn -__
___
pesticide
Knit shirt
Denim pants
Wool shirt
Cotton work clothes
9. For most highly
I_
__
-
is --
Redman cap
Hard hat
Cotton cap
Summer straw hat
0. Which of these materials
involving
oonoentrated,
__
__
-
pesticides
on pesticide
reoommends,
a. True
b. False
6-11
respirators
should be changed as
or when the applicator
smells the
12, When applyi
a pesticide
in an area where oxygen
are used, whjoh of these devices can best proteot
-
a.
--
The respirator
you use
__
-
or both of these
13.
a. MESA
b. NIOSH
c. either
14. Respirators
-b.
-
should
should
be fitted
a. fresh air leaks
UP.
a finger
can fit
indioate
it is
c. there is a tight
a. true
b. false
should
16. Pesticides
__
-
-
for
that
pesticide
c.
by --
--
the mask so the faoe shield
will
not fog
between thr faoe and the edge of the mask to
not too tight.
seal betw%en the q a8k and the face.
abrasions,
protect
them during
applioation,
be of no concern
should
not
be transported
inside
--
a. open truck beds or open trailers
b. passenger vehicles
c. either
a or b
17. If an employee
you should --
-
agenoies.
80 that
15. If you have any cuts and skin
or do not apply peatioides.
-0.
b.
be approved
In around
is low or where fumigants
the wearer --
spills
a large
amount of a pesticide
on hlmeelf,
a. Immediately
rush the person to a physician.
b. Immediately
remove the contaminated
olothing
and wash off the
pesticide,
begin flushing
out the eyes, take the person to the
physician.
c. Not be concerned
l
G-12
18. If the sump inside
should --
a pesticide
-
a. rinsed
b. rinsed
c. rinsed
-
contains
a liquid,
you
container
that
has held
a liquid
shall
be --
three times.
two time::.
one time.
After exposure to an organophosate
pesticide,
which affects
the nervous
system, you would expert signs and symptoms to appear withi.n-a.
h.
-.-- -- c.
- -... d.
21.
building
a. not be concerned for that is what it was designed to hold.
b. wait until
it has evaporated
out, then check for leaks.
c. Remove the liquid
and treat it as a pestioide,
then check the
sump for possible
leaks.
19. An empty pesticide
20.
storage
12
13
25
31
hours
to 24
to 30
to 36
Organophosphate
.---------
a.
b.
C.
d.
or less
hours
hours
hours
and carbamate
Disrupting
Disrupting
Inhihiting
All of the
insecticides
kill
the growth hormone balance.
chi.tin synthesis
cholinesterase
above
6-13
insects
by--
1.
a
11. ‘a.
2.
c
12. b
3.
a
13. c
4.
c
14, c
5.
a, b,
6.
d
7.
b
8.
b,
15.
dr f
16. b
17.
b
18. c
d
19. a
9. 0
ao,a
10.
a
Xl,C
a
6-14
-DE
A.
APPJJCATIONEQUIPMENT. AND C-RATION
JJJTRODUCTIO~
The equipment you use
You must first
select
to suit your needs -you use hand-carried,
B.
TERMSYOU NEEI).
is important to the success of any pest control job.
the &gi& equipment.
Then you must use it correctly
and take good care of it.
These rules apply whether
tractormounted, or aircraft-mounted
equipment.
UNDERSTARQ
How well do you know some of the terms that are important in the use of
pesticides?
Test your knowledge of them by writing
down the definitions
for the terms below. To oheck your answers, refer to the glossary.
1.
g. p.m.
2.
p.s.i.
3.
Orifice
4.
g.p.a.
5.
Coverage
6.
Swath
7-1
7.
Drift
8.
Volatility
9.
Inversion
10.
Residual
11.
Corrosive
pesticide
choosing,
applioation
,c. IlISCUSSION
using, and oaring
equipment.
for
DRIFT
Many factors
affect
the ability
of a
pesticide
applioator
to effectively
plaoe
the pesticide
on target,
with minimal
movement of the spray or dry materials
off
target.
Drift
is influenced
by many
factors,
of whioh the equipment and
application
methods are key factors.
Spray
pressure,
nozzle and spray tip design and
size directly
Influence
drift.
Some of the
other factors
influenoing
drift
are wind
speed, temperature,
humidity,
height of
spray release,
volatility
of the pestlolde.
We would expect spray drift
to
etc.
lnorease as the size of the spray droplets
decrease, temperature
inoreaaes,
wind speed
inoreases,
and spray height increases.
APPLICATION EQUIPMENT
The following
sections discuss some of
the things you should know when
i
.
7-2
Hand sprayers are used to apply
pesticides
for small jobs.
You oan
use them In areas where a power unit Is
The advantages of hand
not practical.
sprayers Include
their low cost, simple
oonstruction
and ease of use.
Pressure-
These sprayers deliver
undiluted
pesticides
to the target.
Drift
can be
a problem because the droplets
are
usually
very small.
-
These devices are often called
hydraulic
sprayers.
They are designed
to deliver
large volumes at a high
pressure (50+ psi.).
They are
generally
used to spray fruits.
vegetables,
trees, landscape plants,
Applications
usually
and livestock.
are made at a high volume (100 or more
gallons
per acre).
The high pressure
reduces the droplet
size, resulting
in
increased drift
possibilities.
Low-Mwure
w.
-- Over 7,000 airplane3
are
used to apply pesticides
in the United
States eaoh year.
Aerial
application
is fast, convenient
and fairly
economical.
Airplanes
can be used over
areas that oannot be traversed
by
ground equipment.
However, airplanes
usually
cannot efficiently
treat small
areaa* and are limited
by power lines,
highly populated
areasc and adverse
weather conditions.
Some of the
pestioidee
released from airoraft
may
drift,
whioh can pose a problem in or
near populated
areae.
The larger uses
are in agrioulture,
and right-of-way
work.
L3.wuwz
&&&gntera.
-- Helioopter
application
ooata are usually
more than for
airplanes.
However, heliooptera
offer
certain
advantages:
They can operate
without
an airport,
are leas affected
by weather conditions,
offer leas drift
potential,
high accuracy in the
placement of the chemical and work much
faster than ground methods.
These sprayers are designed to deliver
low to moderate volumes at 15 to 50
Moat of them are used on fields,
psi.
forest areas, pastures and fenoe rows.
The low pressure oan reduce drift
possibilities
by producing large spray
droplets.
SPRAYER PARTS
Tanks
Tanks should have large openings for
easy filling
and oleaning.
The tank
should be made of oorroaion-resistant
material
such aa stainless
steel or
glass-reinforced
plastic.
The tank
should have a good drain.
The outlets
should be sized to the pump capacity.
All tanks should have a gauge to show
the liquid
level.
aat SPravers
These units uae’a high speed,
fan-driven
airatresm
to break the
nozzle output into fine drops, whioh
move with the airstream
to the target.
The air is directed
to either
one or
both aides as the sprayer movea
forward.
These sprayers are used on
landscape plants,
fruits,
vegetables,
and seed orchards.
Flush out the tank, pump, linea,
and
nozzles after each day’s use, and after
7-3
each separate pesticide
use.
If
switching
to another pesticide
where
contamination
must be prevented,
wash
out the tank with detergent
and water
two or three times and then flush with
water.
Some herbicides,
such as 2.4-D.
After using them,
are hard to remove.
follow the special cleaning
procedures
noted on the pesticide
label.
Sprw
tanks should be equipped with agitation
By pass agitation
is
mechanisms.
usually
sufficient
for solutionsc
8oluable powders, and emulsifiable
For invert
emulsions
concentrates.
mechanical agitation
is required,
Jet
or mechanical agitation
is needed for
wettable
powers.
Roller #Pump
Plrton
These pumps provide low to moderate
volume8 of spray at a high pressure.
They are self-priming.
If you need Ir6
pressures# piston pumps are more likely
than other pumps to do consistant
work
over a long period of time.
The pump is the heart of a spraying
Pumps should resist
oorrosion
Unit.
Three kinds of pumps are
and abrasion.
most often used with sprayers,
and are
debribed
below.
Centrifugal
These
spray
of tea
claim
Pump
Pump
pumps provide a high volume of
They are not
at a low pressure.
Some newer models
self priming.
priming ability.
CAUTION DO NOT OPERATE PUMPS WHENTANK
IS DRY.
Strainers
(Filters
1
Proper filtering
of the pesticide
protects
the working parts of the spray
unit and prevents clogging
of spray
tips.
Roller
Clean strainers
after each use.
Replace them if they show signs of
Strainers
are your best defense
wear.
against nozzle or pump wear and nozzle
Use nozzle screens as large
clogging.
Screen
as the nozzle sizes permit.
openings should be less than nozzle
openings.
Pump
Roller
and gear pumps provide a
volume of spray at a low to
They are
moderate pressure.
Powder
self-priming
in most equipment.
formulations
should not be used In gear
pumps.
moderate
J-4
Strainer
Control
Valves
These valves should be chosen in a size
They
that does not restrict
flow.
should be easy for you to reach.
On-off action should be quick and
positive.
Pressure
Pressure
Fkgulators
Gauge
These gauges serve a3 the pressure
They
monitor for the spraying
job.
must be accurate and should be designed
to function
over only the range needed
Check frequently
for
for your work.
accuraoy .
Hoses
Select synthetic
rubber or plastic
hoses that have a burst strength
greater
that the peak operating
pressures of the pumping system being
The hose must be able to resist
used.
damage from solvent3
present in
Suction hose3 must resist
pesticides.
collapse;
they should be larger than
Replace hoses at the
pressure hoses.
first
sign of wear.
Pressure
Gage
NOZZLES
The nozzle is one of the most important
part3 of a sprayer.
The nozzle helps
control
the rate, droplet
size,
uniformity,
coverage, and safety of the
pesticide
application.
Nozzle
performanoe is the key to effective
and
Hose
Pressure
Regulators
The pressure regulator
should have a
working range that is about the same as
the range of pressure you plan to u3e.
efficient
performanoe of the entire
sprayer systm.
Eight kinds of nozzles
are dluouauad in the followlr@
sections.
7-5
Streglpl
These nozzles are used in handguns to
spray a distant
target.
They are also
used to treat cracks and orevioee
fn
buildings.
Other uses Include thinline
basal application
and soil-active
herbicide
spot application.
E.&at Fan
There are three
nozzles :
types
of flat
fan
.The regular
flat fan nozzle makes a
narrow, oval pattern,
with lighter
edges.
This nozzle Is used for
broadcast spraying,
usually
with an
overlap of 30 to 50 percent for even
distribution.
‘The even flat fan nozzle produoes a
This
uniform pattern
across its width.
nozzle is used for band spraying and
treating
other surfaces.
‘The flooding
nozzle makes a wide-angle
flat spray pattorn.
This nozzle works
at lower pressures than the other flat
The flooding
nozzle has a
fan nozzles.
fairly
uniform
I~attern
across Its
width.
There are two
nozzles : The
whirl chamber.
circular
with
or no spray in
cone nozzle is
foliage.
types of hollow cone
core and disk, and the
The spray pattern
is
tapered
edges and little
The hollow
the oenter.
used mostly for spraying
This nozzle produces a ciroular
pattern.
The spray Is fairly
well
distributed
throughout
The solid oone nozzle
spraying foliage.
the pattern.
is also used for
Offset
These nozzles lack the uniformity
of
the flat fan, but can provide
reasonably
uniform coverage over wide
areas.
They are often used to control
weeds along roadsides,
ditchbanks,
and
in some forestry
ground sprayers.
There are many specialized
spray
nozzles and tips.
For aerial
applications
there are the &&&QQ,
plow hro&
Valve nozzles,
!zF- .
T
Broadas!i
This nozzle forms a wide, flat,
fan
pattern.
Broadcast nozzles are used on
boomless sprayers and to extend the
effective
swath width when attaohed to
the end of a boom.
Atomizing
&out
No&.e
Tin mbers
Nozzle tip numbers are somewhat uniform
among the various manufacturers.
Generally,
the first
two numbers refer
to the angle of spray discharge
for
numbem) refer
flat tips.
The last
to the gallons
per minute of the nozzle
t.~;b~~,#O&i.
For example, nozzle tip
a nozzle tip with a 75
degree: angle discharge
and delivering
of 0.058 gpm at 40 psi.
The decimal
point is placed by counting
three
figures
from the left to the right,
i.e. a Tee Jet 6005 tip delivers
0.5
One
exception
to
the
above
is for
em
angles 100 degrees or more.
Nozzle
This nozzle oreatets a fine mist from
liquid
pesticides.
Atomizing
nozzles
are used indoors in special.
Fine spray droplets
are
situations.
created so drift
oan easily beoome a
problem.
Other nozzles and their uses are
described in spray equipment catalogs.
You can get nozzles in many materials.
All the materials
should resist
abrasion and corrosion
for planned
ter Ncgzleg are used either with a
boom or at the end of booms to extend
the effective
swath width.
One type is
simply a large flooding
deflector
nozzle that will spread spray droplets
over a wide swath.
Cluster nozzles are
a combination
of a oenter-discharge
and
two or more off-center
disoharge
fan
nozzles.
The spray droplets
vary in
size from very small to very large, so
drifting
can be a problem.
Some of
these nozzles use only off-center
tips,
which produce rather large droplets,
so
drift
problems are less.
The main feature0 of
applioations.
five materials are discussed in the
following
sections.
Brass :
-Inexpensive
-Wears quickly
from abrasion
-Probably
the best material
for limited
use
-Works well for most forest
pesticide
uses
7-7
Stainless
steel:
-- This equipment
dry uniform particles
to soil or water.
This equipment
is
available
in three types -- hand,
ground or aerial
applicators.
Granule.aDDlioatom.
aPPlleS
coarse,
-Fairly
expensive
-Will not corrode
-Resists abrasions,
SSPeCially
if it Is hardened
& n.
--These
sprayers are often called mist
blowers.
They are characterized
by
high velocities
and a somewhat lower
water volume than conventional
air-blast
sprayers.
Extreme caution
must be taken to avoid drift.
LOW-Y-
Plastic
:
-Inexpensive
-Resists corrosion
and
abrasion
-Can swell when exposed
FlrJmo
peotioide
solvent0
to
m
m
~PTB~BTS. This
equipment applies
the chemical
Extreme caution
oonoentrate
directly.
must be taken to avoid drift.
Aluminum:
-Resists
some corrosive
materials
-1s easily corroded by some
fertilizers
-Wears rather quickly
from
abrasion.
Tungston
carbide
and ceramic:
-Highly
resistant
and corrosion
-Expensive
to abrasion
Some other equipment includes wiper
applioators,
roller
applicators,
etc.
These types of equipment are
continually
increasing
in use as viable
applioation
methods.
SOIL FUMIGATION EQUIPMENT
The equipment needed for applying
aoil
fumigants
depends on the kind of
fumigant being used.
There are two
kinds of fumigants:
Nozzles must be kept in good working
condition
for aocurate application.
1.
OPERATION AND MAINTENANCE
Always read and follow the operator’s
manuals for all spray equipment.
The
manuals will tell you exactly
how to
use and care for each piece of the
After each user clean and
equipment.
Clean the
rinse out the entire
system.
Wear
nozzle tips and strainers.
appropriate
protective
clothing
and use
suitable
materials
while cleaning
or
making repairs.
- Soil
variety
fumigant
inches
covers
in the
OTHER TYPES OF EQUIPMENT
Fonrters, mist bloW8r9. and aerosol
watorg.
-- These devices break the
pesticide
liquid
into very small
droplets.
The large number of
particles
is visible
as a cloud of
Extreme caution must be taken as
fog.
aerosols,
mists, and fogs easily drift
from target areas, often for miles.
Low-pressure
(low-volatility)
liquid
fumigants.
These fumigants usually
use
the soil itself,
or water, to keep the
fumigant from vaporizing
and moving off
target too quickly.
Some of the
methods used are:
injection.
-- This method uses a
of devices to insert
the
into the a011 (usually
6
deep or mo1.e). The device then
the area with soil again to seal
fumigant.
- Soil incorporation.
-- This method is
used to apply low-volatity
fumigants.
The fumigant usually
is sprayed onto
the soil surface.
The area is
immediately
cultivated,
usually
to a
depth of 5 inches or leas.
2.
7-8
Highly volatile
fumigants.
These
ohemlcals remain as liquids
only when
placed under pressure.
Effective
application
of highly volatile
fumigants depends on tightly
the soil with tarps, plastic
similar
covers.
clean, and in good working conditior,.
There are many kinds of application
equipment,
all differing
in details
of
However, if you understand
operation.
the basics
of calibration,
you can
apply this knowledge in any situation.
Also, always read the equipment
manufacturer’s
instruction3
before
beginning
calibration.
sealing
film,
or
There are two major methods of using
vapor-proof
tarps:
- Tarp supported off the ground and
sealed around the edges; a fumigant is
put under the tarp.
Calibration
is not a difficult
process.
Almost everyone can do the
simple arithmetic
without
any
problems.
You can do the job even
faster
if you have a pocket calculator.
- Tarp applied
to the soil by the
injection
chisel applicator
immediately
after the fumigant Is injected.
Rate
Highly volatile
fumigants must be
handled in closed, preosurized
containers
or tanks, and extreme care
must be taken during application
to
ensure safety for the workers.
To determine
the pumping rate of your
sprayer,
fill
the tank to a known level
with water.
Set the spray pressure at
and allow the unit
the deoired level,
to spray for a few minute3 to remove
all air from the system.
Then check
the pressure again while the unit is
spraying.
Collect
the spray in a
bucket or drum for about 5 minute3 or
refill
the tank to the original
level,
measuring the gallons required.
The
reason for timing this step at 5
minute3 or more is to get a more exact
measurement then you would get by
trying
to measure for only 1 minute.
Divide the gallons
collected
(or used
to refill
the tank) by 5 minutes to
determine the pumping rate.
SEED TREATERS
Seed
treaters
are used to coat seeds
with a pesticide.
The three basic
type3 of commercial seed treaters
are:
1. Dust treaters
2. Slurry
treaters
3. Liquid
treaters
CALIBRATION
Calibration
is the p!*ocess of measuring
and adjuuting
your equipment to apply
the dcuired rate of pesticide.
Proper
culibratlon
1: II~~~LI:w~,
but too often
iu neglected
or done in haste.
If too
much pesticide
is applied,
the labeled
amount
may be exceeded.
The result
is
excessive costs, illegal
residues,
possible
danger to the workers and the
envilaonment,
and lawsuit3
or fines.
At
the other extreme, too little
pesticide
can result
in inadequate
control,
and
the added covt of having to re-do the
job.
Only by correct
calibration
can
you safely and consiotently
get the
best results.
Example :
r
m
5 minutes
= 4 gallon3
minute
per
You may also determine the rate for
each spray trip by following
the above
method.
Field
Spraver
Calibration
If you know the pumping rate, speed and
width of the spray equipment,
then the
rate per acre is easily determined.
Before you begin any calibration
procedurea,
carefully
check all the
equipment to be sure all components are
One method of calibration
is ohown
below, but there are many others.
The
7-9
facts
are:
.
you must know for
this
--
1 acre = 43,560
..I
The distanoe
the sprayer
1 minute at an established
--
The width
--
The rate
square
or
method
feet.
.,
in
spaed.
UK&$
of the spray.
Example #la
of the spray.
The spray tank holds 200 gallons
and
you wish to apply 1 gallon of
formulated
product on each acre.
You
have already determined
that the
sprayer applies 20 gallons
per acre.
First,
find the number of aores one
Divide 200 gallons
tank will
spray.
(oapaoity
of tank) by 20 gallons
per
dlore,
Example Xl
Suppose the width of the spray is 20
feet, and the distance oovered la 440
feet in 1 minute, and the spray rate iS
4 gallons each minute.
Figure the area the sprayer covered
1 minute (distance
x spray width).
440 feet per minute x 20 feet
8,800 square feet per minute.
in
20 gallons
a
= 10 acres
swam
8,800
= about
feet
square
5 minutes
Der acre
feet per minute
Let’s,
suppose the formulated
product
contains
4 pounds aotive ingredient
per
gallon and you want to apply 2 pounds
Again a
of votive
Ingredient
per aore.
tankful
covers 10 acres.
per acre
how much pesticide
tQ put in
‘,
You know now how many gallons, o@’ &jr&$’
per acre your equipment can apply,’
determine how +#4h’ ,I;
(20).
Next,
pesticide
to put into the tank to &ppi$
the correct rate of material.
Flora 8re
two more facts you need to know:
’
-- How many gallons
the
sprayer tank holds.
-- The amount of formul.ation
to be used per acre.
per tank.
Example #I b
Then, figure
the amount of spray per
4 gallons
per minute x 5 minutes
acre:
per acre = 20 gallons
per aore.
Determine
the tank:
Der tij&
per aore
Then find the total amount of
formulated
produot to be added to the
tank by multiplying
1 gallon per acre
times 10 aores per tank = 10 gallons.
Then calculate
how many minutes it
Divide
would take to spray 1 acre.
43.560 square feet per acre by 8,800
square feet per minute.
!.%560
-- The amount of aotive
Ingredient
per gallon of
formulation
and the amount
of active ingredient
to be
applied
per acre.
:
,,
,
:
First,
determine how much formulated
product is in 1 quart.
We know there
i$ 4 pounds of active ingredient
in 1
@lion
and 4 quarts in 1 gallon;
therefore,
there are 4 pounds in 4
quarts,
so there is 1 pound in each
quart.
‘.
~ i.\ < *, *i I
1i.‘,~,.<,
‘, : ‘. ,, ,. xi’;4,,+a‘..
,, ; ,.,
=- 2 quarts
r,’ :‘,
---i-$%
.’
,_ j .‘I’,
mouse
you want to apply 2 pounds of
:‘-.:“!4Otive
ingredient
(2 quarts)
per acre,
*ltiply
2 quarts times IO acres per
,,
ful.
r.&
quarts x 10 acres per tankful
= 20
quarts or 5 gallons
per tankful
to
achieve 2 pounds of active ingredients
per acre.
can increase
ma.
2
In this example,
active ingredient
wettable
powder,
double (4 pounds)
2 pounds of active
Changing
--
if
the 2 pounds of
were a 50 - percent
then you wouid have to
the product to apply
ingredient
per acre.
the Delivery
Rate
If the sprayer delivers
more (or less)
than the desired rate per acre, you can
change the rate by basically
three
methods :
from 20 gpa to 40
Change the speed of the sprayer.
A slower speed means more spray
A faster speed
will be delivered.
means less spray will be
delivered.
If the speed is
doubled,
the spray rate per acre
is cut in half,
or if the speed is
decreased by one-half,
the rate
per acre will be doubled.
Example
Traotor speed decreases from 4 mph
to 2 mph, so the rate per acre can
be increased from 20 gpa to 40
ma.
Change the pump pressure.
Lower
pressure* of course, means less
spray volume, and higher pressure
This
means more spray delivered.
method will change the spray tip
pattern,
which includes
the spray
The pressure must be
width.
increased 4 times to double the
output,
or decreased 4 times to
cut the output in half.
Change the
larger the
more spray
course1 the
less spray
nozzle spray tips.
The
hole in the tip,
the
delivered
and, of
smaller the hole, the
delivered.
Calibrate
a granular
the same procedure,
granules.
Example
If the pressure increased from 20
psi to 80 psi, the spray volume
7-11
applicator
with
but weigh the
SELF TEST
AND
ANSWERS
7-13
LEssoN
Self-Test
1.
You would expeot spray drift
a.
b.
c,
d.
The
The
The
The
2. The higher
----
..-- _
__
-
a.
b.
c.
d.
wind
wind
wind
wind
the sprayer
inoreases
deoreases
increases
decreases
pressure
and
and
and
and
when which oondition
spray
spray
spray
spray
droplet
droplet
droplet
droplet.
size
size
size
size
exists?
increases
increases
decreases
decreases
--
The larger the droplet size
The smaller the droplet size
Droplet size remains the same
Output is reduoed
3. In terms of drift
pressure.
-
speed
speed
speed
spped
to be greater
oontrol,
nozzle
tips
are as important
as the spraying
a. True
b. False
4. When selecting
-
a.
b.
o.
d.
a pump, you should oonsider
The
The
The
All
--
ability
of the pump to resist corrosion and excess wear
range of operating pressure for your work
capacity,
in gallons per minute or per hour.
of the above
5. Match these:
I_
-
a. Piston pump
b. Roller pump
c. Centrifugal
pump
1. Moderate volume at low to
moderate pressure
2. High volume at low pressure
3, #f&h pressure.
6. The pressure
-
-
of a spraying
pressure
in a system.
unit
is --
a. Pump
b. nozzle
0. regulator
d. In-line
strainer
8. Which of these nozzles
spraying?
___
the required
a. False
b. True
7. The heart
-
guage maintains
would be used in overlapping
a. even flat fan
b. regular flat fan
-
7-14
groups for broadoast
c. full cone
solld stream
d.
9. Hatch the following:
-
&
#a
1. Evan flat fan
2. Hollow cone
3. Broadcast
Y
4. Solid
-tb
-I:e
-
#c
.)
1’
?
-
stream
5. Regular flat fan
6. Solid oone
7. Flooding nozzle
#d
.._
+F---#fit
7-15
10. There are
type8 of flat
several
makes a flat
Which picture
oval
pattern
shows this
--11. Which nozzle
II_
-
light
regular
t’lrrt
The regular
flat
fan nozzle
edges.
pattern’?
a
-b
type would be more accu 8.it.e !?or aiming
at distant
targets?
a. Solid strea
b. Flat fan
c. Cone
12. When choosing
__
___
fan nozzles.
with
a.
b.
0.
d.
nozzle
n,nt~rial
you shc.tilG consider
--
Abrasion
Corrosion
cost
All of the above
13. Match these:
__
_____
.___
--
14.
a.
b.
c.
d.
e.
Brass
Stainless
steel
Plastic
Aluminum
Tungston carbide
and cermic
1. Can swell when exposed to some
531 verltx
rL. gc,t u* t .Yil&i for extensive
1’“. :”,: it qs abrasion
,i,*!.+. .)..I: for limited
3. 2;
US&, y ?*“:‘aa3 forestry
applications.
4. Corroti;d
b J *dame fertilizers
5. Ex;. raoL v4
Nozzle tip numbers are fairly
standard among the different
manufacturers.
The first
two numbers refer to the angle of ‘:pray dircharge.
The last
number@ refer to the gallons
per minute that can ;‘1,2 :: ; IL -&I? I;he nozzle
at 40 psi.
A nozzle tip with this number, 630082, means ----
a. A nozzle tip
b. A nozzle tip
.0082 gallons
c. A nozzle tip
.82 gallons
d. A nozzle tip
0.082 gallons
with
with
a 82 degree
a 63 degree
ang1.e of fan d-‘scharge
angle of fan discharge
with a 6.3 degree angle of fan discharge
per minute.
with a 63 degreo angle of fan discharge
per minute.
7-16
delivering
and delivering
and delivering
tip
15. A nozzle
--
a.
b.
o.
d.
with
number
produaes
a.
b.
c.
d.
Change
Change
Change
All of
18. You aan double
---
--
large
spray droplets,
so drift
should
not be of
a. True
b. False
17. Whioh of the following
__
L
-
350150.
150 degree angle of discharge
35 degree angle of discharge
and dellveringQ.150
g.p.m.
35 degree angle of discharge and delivering
15 g.p.m.
35 degree angle of discharge
and delivering
1.5 g.p.m.
16. A mist blower
aoncern.
___
_-
tip
will
ahange pestialde
appliaatlon
rates?
sprayer pressure.
in spray tip size.
in applicator
speed,
the above.
the sprayer
output
by:
a. Cutting
sprayer pressure in half.
2 times.
b. Inareaslng
sprayer pressure
a. Inareasing
sprayer prossure 4 times.
19. A sprayer is calibrated
miles per hour.
4
were slowed to 2 miles
a.
b.
---.-_ - c.
7.5
30
20
to apply 15 gallons
per aare (gpa)
What would be the appliaatiod
rate
per hour?
at a speed of
if the sprayer
gpa.
gpa.
gpa.
20. A sprayer is calibrated
lo apply 15 gallons per aare at a pressure of 20
What is thu pressure required
to lnoreaee the output to 30 gallons
per
pd.
acre without a ohange In speed, or spray tip siee,
--
___
21.
a. 40 psi.
10 psi.
a. 80 psi.
b.
The spray direotions
required
8 gallons of a herbiaide
spray solution.
If you only wanted to mix 50 gallons
how many gallons of the herbialde
would be needed?
__
a. 2 gallons.
b. 3 gallons.
c. 4 gallons.
7-17
for a 200 gallon
of the spray solution,
22. You want to apply 1 l/2 gallons
of a pesticide
per acre in 25 gallons
of
water.
How many gallons of the pestioide
would you need for 30 acres?
___
__
__
50 gallons.
b. 45 gallons.
0. 15 gallona.
a.
23. The spray rate
200 feet in 2
-c.
is 3 gpmc the epray width is 40 feet, and the sprayer
What is the spray rate in gallons
per acre?
minutes.
a. 40.
b. 20.
33.
i-18
travels
1.
c
2.
b
3.
a
4.
d
5a.
b.
3
1
2
f.
g*
3
7
10.
a
11.
a
12.
d
6.
a
13a. 3
b. 2
1
dc: 4
e. 5
7.
a
14.
d
8.
b
15.
b
9a.
4
16.
b
b.
C.
5
1
d.
e.
2
6
C.
17.
d
18.
c
19.
b
20.
c
21.
a
22.
b
23.
c
TE PESU
PB!JQS”. Sti&XL$ AND SLUQS)
The most important
So the first
step
to control.
step in solving
any problem is to understand
in your job is to recognize the invertebrate
the cause.
pest you need
There are hundreds of thousands of different
kinds of insects,
mites,
spiders,
ticks,
snails and slugs, but only about 100 species that do muoh
aids, pictures , and publications
help to identify
damage. Identification
these pests.
B. m
YOU m
TO UNDEBQTJfl
How well do you know some of the terms that are important
in the use of
pesticides?
Test your knowledge of them by writing
down the definitions
the terms below.
To check your answers, refer to the glossary.
1. Larva
2. Pupa
3. Nymph
4. Metamorphosis
8-1
for
.
6. Acaricide
7. Miticide
8. Mollusciclde
9. Threshold
c. -
flowers,
and,
- oarry plant disease
agents.
INSECTS
The plants can be damaged, weakened, or
This causes reduced yields
and
killed.
lowered quality.
Even after harvest,
insects may continue
their damage in the
stored or processed products.
Insects
also feed on and In man and other
animal 9. Some of these pests spread
diseases which have killed
millions
of
people and animals.
ANTE
Not all insects are pests.
Some help us
by doing suoh things as pollinating
plants or feeding on other insects that
are pests.
Insects thrive
in more environmente
than
They live
any other group of animals.
on the earth’s
surface within
the soil
and in water. They survive In deserts,
rain forests,
hot springs,
snow fields,
and dark caves.
Many types of insects affect crops.
They cause damage in a variety
of ways.
They may:
-
feed on leaves,
tunnel or bore in stems,
feed on and tunnel in roots,
feed on and in seeds and
nuts,
- suck the sap from leaves,
stems, roots, fruits,
and
8-2
Inseots have two things in common--they
have slir jointed
legs and three body
region3 - head, thorax and abdomen. How
from another?
can you tell
one insect
The most important
parts to look at are
the wings and mouth.
Some insects have
no wings.
Others have two OF four.
The
wings vary in shape, size, thiokness,
and s tt-uc ture.
Insects with ohewing
mouth-parts
have toothed jaws that bite
and tear the food.
Insects with
piercirg-sucking
mouth-parts
have a long
“beak” which they force into a plant or
animal to suck out fluids
or blood.
The marks left by insect,
feeding,
and
the resulting
damage to plants and
animals, often provide reliable
clues
that help identify
the pest.
A specialist
in this field
should be
consulted
if you need help to identify
an insect or insect-related
problem.
You may be able to secure this
assistance
from your Region’s Forest
Pest Management (FPM) staff,
State
Forester’s
(FPM) staff,
extension
or
Farm Bureau specialists,
colleges,
etc.
Almost all insects change in shape,
form, and size during their lives.
change is called metamorphosis.
Some insects change only
develop.
The adult lays
develop into nymphs.
of wings is leathery.
- Chewing mouthparts
- Young and adults look alike,
but the
young lack developed wings.
- Grasshoppers usually
feed on plant
leaves and stems.
- Crickets
are found in the field
or
indoors.
They eat almost anything
made from plants.
- Cockroaches often live in restaurants,
houses, stores and offices.
They eat
the same foods aa people.
This
in size as they
eggs, which
A nymph, which looks like a tiny adult,
hatches from the egg and goes wingless
through several molts before becoming an
adult.
Some insects change form slightly.
Their nymphs, which have no wings, go
through several growing stages.
They
then change into winged adults.
Other insects change completely.
They ’
go through four stages.
The larva
hatches from an egg. It Is a worm,
caterpillar,
grub, or maggot. This is
the stage in which these insects grow
the most and often do the most damage.
Whtrn ft11 1-gt’r)wn, thcr 1arva chtrnges jnto
Lhlr~.lrlg
1h.l :4 r%KiLlng cL&ge 11,
il pup1.
The adult stage
changes into the adult.
usually
has wings.
True Bugs
- Some have wings; some do not.
The top
pair of wings is part leathery
and
part transparent.
- Piercing-sucking
mouthparts.
- Young and adults look alike,
but the
young lack developed wings.
- Suck the juice from plants,
and blood
from man and animals.
- Reduce the vitality
and yield of
plants and animals,
and may carry
plant and animal disease agents.
Here are the insect groups
that include
many of the insects that humans consider
pests.
You should study the
characteristics
of each group.
-1
Termites
- Swarming termites
have four wings of
equal size and shape; other termite.’
are white and have no wing3.
- Chewing mouthparts.
- Young and adults look alike.
- Usually feed on wood products such as
fence posts, timbers,
and flooring.
- Damage to the wood in homes and other
strut tures is common.
_
-*
?
Grasshoppers,
crickets
- Some have wings;
fully
developed
and cockroaches
some do not have
The top pair
wir4;s.
8-3
and in some cases,
produots.
/
Aphids, Leafhoppers,
Scale Insects
Bees, Wasps, Ants and Sawflies
Flies
- Adults
usually
-
animal
Spittlebugs,
and
and Mosquitoes
- Adults have only two wings (other
winged insects have four).
- Mouthparts
of adults are
piercing-sucking,
but may be slightly
modified
for sponging,
rasping,
or
cutting.
- Young (except mosquitoes)
are
maggot::.
- Head of young usually
not
well-defined;
mouthparts are small,
dark, and hooklike.
- Young mosquitoes live in water.
- They have a well-developed
head, with
chewiN: mouth-parts.
Beetles
-
and
- Some have wings; some do not.
- Piercing-suoking
mouthparts.
- Young of aphids, leafhoppers,
and
spittlebugs
look like the adults.
- Adult scale insects are scale-covered
and stay in one place on the plant.
- Nymphs may damage leaves, stems,
roots,
fruit,
and cloth.
- Suok the juices from plants.
- Reduce the vitality
and yield of
plants.
- Some carry plant disease agents.
- Most adults have a narrow waist;
sawflies
are an exception.
- Some have four wings; some have none.
- Chewing mouthparts.
- Most young are wormlike,
with no
legs.
The young of sawflies
look like
caterpillars.
- Young are usually
found in nests made
of soil, mud, paper or wax.
- Painful
stings from many adults make
some of these a pest.
Other3 may damage wood products.
-
animals
have two top wings that are
hard and shiny; the bottom
wing3
are transparent.
Chewing mouthpartn
Young are grubs or worms
Some young have no legs; others have
SiX.
Young and adults are found on plants,
in soil,
and in wood buildings.
Both the adult and larval
stages may
damage stored food products,
plants,
8-4
.
.
- Maggots usually
feed on plant
seedlings
and roots,
in organic
matter,
in water, and in other damp
places.
- Some maggots feed on animals.
- Some adults carry disease agents.
Mites
Adults and nymphs have eight legs;
larvae have six,
Very small--about
the size of the
period at the end of this sentence.
No wings
Injury
they cause usually
is noticed
before the mites are found.
Sucking mouthparts.
Soft-bodied.
Some mites make thin webs on plantz.
When present on plants in large
numbers, their feeding turns foliage
and buds whitish,
reddish,
or brown.
Some may scar fruit.
On animals,
they cause severe skin
irritation,
redness, scabs, scaliness.
Chiggers (also called red bugs) arc,
mites that attack humans.
Moths and Butterflies
- Most adults have four large wings with
many scales that rub off easily.
- Most moths are dull brown;
butterflies
are brightly
colored.
- Mouthparts
of some adults are lacking
or are a coiled tube used for sucking.
- Larvae are caterpillars,
usually
with
six joined legs and 10 soft, fleshy
parts that look like fat legs.
- Larvae have chewing mouth-parts.
- Larval stages may damage leaves,
stems, tubers,
fruit,
and cloth.
MITES, TICKS and SPIDERS
WFaw
e
Mites, ticks and spiders rival
the insects
in number of species and in the variety
of
places they live.
They live on the ground
in
( terrestrl
al 1, in the water (aquatic),
the soil,
and in organic debris,
where they
usually
outnumber other arthropods.
Many
mites and ticks are parasitic,
at least
during part. of their lives;
others are free
They are annoying pests and some
1!virg.
Spiders rarely
bite
transmit
diseases.
people, but a few are very poisonous.
Ticks
- Adults and nymphs have eight legs,
larvae have six.
- Leathery
or soft body (sometimes
colored)
without
a distinct
head.
- Piercing-sucking
mouthparts with which
they firmly
attach themselves to the
host animal.
- Parasitic
on animals, including
humans.
- Must have blood to complete thejr ljfe
cycle.
- Some carry disease agents to humans
and animals .
Mites, ticks and spiders are closely
related
to insects.
The main differences
are that the adults have &gU
jointed
legs
instead of six and have two body regions.
They do not have wings.
The two body
regions of spiders are separated by a
slender stalk,
unlike ticks.
8-5
Spiders
- Eight legs.
- Biting mouthparts.
- Vary in length from a fraction
of an
inch to 5 or 6 Inches.
- Useful because they eat lnseots,
but
their webs and exoretions
may be a
nuisance.
- Blaok widow and brown recluse spider
bites are dangerous to humans.
SNAlLS AND SLUGS
Qgg~n
Featureg
Snails have a hard shell,
shell.
Snails and slugs
mouthparts.
slugs have no
have rasping
Snails and slugs are members of a large
group of animals called mollusks.
They are
among the most familiar
invertebrate
animal 9. They live in a large variety
of
habitats.
They have invaded marine water,
fresh water and land habitats.
They serve
as food for many other animals, including
humans.
Some land snails and slugs do
extensive
damage to crops and ornamental
plants.
Slugs attack both the aerial
and
underground
portions
of plants.
They are
pests in lawns, landscape plantings,
and
greenhouses.
8-6
SELF TEST
AND
ANSWERS
a-7
.
1.
Adult mites,
=
1
tfoks
and spiders
have -
a. Thrm pair al win&a.
b. Four body rggiorts,
c. Eight joint&i le&s.
d. Noneof the above.
2. Insects differ from othm l nlml6 in
-
1
-
a. Swklnpl,
ohawing,
b. Six jofnted legi.
o. ‘No body $eotiOm,
d. Wo wings.
tha
follawlng
charroterirtio
-
or biting muthpartr.
3.
a3 Legd and antmn&
4‘
Ihsects grar the moat during whidh eWg@of
thqir
life
crYoh--
I a. Larval
-b.
Pupal
-0.
Egs
ii d. Adult
5. Snail8 anU &lugs cab be distlr@WW
z
6.
a.
b.
0.
d.
=
-
brie another WWse -
slugs have ILishell Md -i&r d6nft.
Slugs and snails ibaa nostiy 611in#e&&
Snrila are a mmber of the in0lWk graup of andmlr;
SnUa have a shell and aluas dWt.
Mites, tib<s, and spiders llirr, --
fm
a. on the ground, and in ground
b. ih the mter
c. in o anio debris
d. All o
7 the above
sluga are not,
,
,
.
7.
One of the organisms
z
__
8.
and six jointed
legs --
Sawflies
Spider
Mite
Tick
Ticks have -__
__
-.
-
9.
a.
b.
c.
d.
below has three body regions
a.
b.
c.
d.
Suoking mouthparts
Rasping mouthparts
Chewing mouthparts
Sponging mouthparts
If you have trouble
__
---.
es___
a.
b.
c.
d.
identifying
an inseat,
you should --
Apply a pesticide that is reoommended for a similar
Seek the help of an expert.
Ignore the problem as it will probably go away.
None of the above
10. One of the following
is t&
an inseot
relative
pest.
--
__ a. Ticks
--- b. Sluga
--_ o, Spiders
__ d. Mites
11. An insect ahanges its
-ohange is oalled
__
--.-
a.
b.
o.
d.
form when it develops
Cyolloal alteration
Trammutation
Metabolic growth
Metamorphoeia
12. A stage in which inoeotP usually
do the moat damage --
. . U. Pupa
--- b. Larva or nymph
--co
aa
__ d. None of the above
13. An inseotls
__
__
a.
b.
c.
d.
from an egg to an adult.
Head,
Head,
Head,
Head,
three body regions
thorax
wings,
wings,
thorax
and
and
and
and
are --
antennae
legs
abdomen
abdomen
8-9
This
14. The larval
stage for moths and buttwflicsa
Sa oalled
--
__ a. Caterpillars
-_ b. Clusters
__ c. Flyers
-- d. Nymphs
15. Match the following:
-b.
----
a. Acariaide
Wwh
c. Metamorphosis
d. Pupa
1. Insect looks like an adult, but the win&s are
not fully developed
2. Stage between the larvae and adult
3, Used to kill mites and ticks
4. An inasot change In shape, form, and size
3-10
JINSWERS- LESSON 8
1.
9.
b
2.
10.
b
3.
11.
d
4.
12.
b
5.
13.
d
6.
14.
a
7.
15a.
b.
0.
d.
3
1
4
2
8.
a
8-11
A.
-
A plant disease is a condition
in which a plant (host) and a
disease-causing
agent interact
over time to the detriment
of the host.
This process may kill
the plant;
the plant may survive
in a diseased
condition;
or the plant may recover.
Biological
agents (pathogens)
that
cause plant disease are of primary interest
to pesticide
applicators
because these agents often oan be controlled
with pesticides.
Pathogens
include:
-
fungi
bacteria
viruses and mycoplasmas,
nematodes.
and
Parasitic
seed plants are sometimes considered
pathogens because
of the type of injurious
response they evoke from the host plant.
How well do you know some of the terms that are important
in the use of
pesticides?
Test your knowledge of them by writing
down the definitions
to the glossary.
for the terms below.
To oheok your answersr refer
j”
1. Pathogen
2. Infection
3. Fungicide
9-1
~~
4. Fungicide
5. Host
6. Nemeticide
7. Vector
.
I
.
"
.
I.
*bI..
9-2
.I......
a*#..*
PI.",.
Three things are required
before a
parasitic
disease can develop -COMMONFEATURES OF PLANT
DISEASES
Plant diseases are often
two groups -- nonparasitic
parasitic
based on their
divided
and
oause.
into
- a susceptible
host plant,
- a parasitic
agent, and
- an environment
favorable
to develop.
for parasites
ADULT
BARK
These diseases are caused by non-living
agents. One-time damage, i.e.,
lighting,
may injure
a tree.
Although
such damage is not a real disease,
injuries
of this type are inclrided
here.
Other examples include:
- nutri.ent
deficiency,
- extreme cold or heat,
- toxic chemicals (air
pollutants,
some
pesticides,
salts,
too
muoh fertilizer),
- mechaniaal injury,
and
- lack of, or too much,
water.
These diseases cannot
one plant to another.
EUROPEAN
BEETLE
FUNGUS
6
SPORES
BARK
BEETLE EGGS
LAID IN DEAD
YING ELM WOOD
be passed from
Pathogens that cause plant djseaeea are
parasitic
-- they live and feed on or
in host plants,
deriving
nourishment
and often protection
from the host
They can move or be moved from
plant.
one plant to another.
The moat common
oauuea of parafljtic
dieeilsea are -fungi,
bacteria,
viruses,
mycoplaamas,
nematodes.
THROUGH
WAIER
CONDUClfNG
SYSTEM
AN0 KliLS
1REE
’
EMERGING
BEETLE
PICKS UP FUNGAL
DUTCH
-
ELM
SPREADS
SPOFES
and
Insects can cause symptoms similar
to
those of a prasitic
disease, as can a
few seed-producing
plants and some
microbes.
9-3
ELY
Di8EAlE
-
Dl8LAIE
CYCLE
Fungi
Fungi are plants that laok green color
(ohlorophyll).
They cannot
make their
own food, 30 thy get food by 1 Iv I no on
Not all arc harmful ,
other organisms.
many are helpful.
All are microscopic,
but many produce large fruiting
structures
such as mushrooms. Most
fungi reproduoe by spores, which
function
much like seeds.
Fungi may
attack a plant both above and below the
soil surf ace. Some fungi cause
problems through wood rot or
dlaooloration.
Root rot and stem galls
are other examples of fungus diseases.
are easily
oarried
along in bulbs,
roots, outtings,
and seeds.
Some
viruses are transmitted
when machines
or workers touch healthy plants after
touohing
diseased plants.
A few are
transmitted
in pollen or by nematodes,
and, at least one, by a fungus.
Myooplasma-like
Organisms
These living
organisms are intermediate
in size between bacteria
and viruses.
It has been discovered
recently
that
they oause many plant diseases formerly
thought to be viruses.
These organjsms
are veotored by insects.
Bacteria
c ,’
Bacteria
are mioroscopia,
one-celled
plants.
They usually
reproduoe by
simply dividing
in half.
Eaoh half
becomes a fully
developed baoterium.
Bacteria
oan reproduoe at a fast rate
under ideal oondltions.
Some can
divide every 30 minutes.
Often
witches’-brooms,
stem galls or leaf
spota are oaused by bacteria.
VOUNG
ROOIS
,
!
Viruses
Nematodes
Viruses are nonliving
oompounds,
Even
though they are nonliving,
they are
infectious.
Once within
the host, they
produce more viral
structures.
They
are so small that they cannot be seen
with the unaided eye or even with an
ordinary
microscope.
They gre
generally
recognized
by their effects
Many viruses
that cause
on plants.
plant disease are vectored by inseots,
usually
aphids or leafhoppers.
Viruses
Nematodes are small, usually
miorosobplc,
roundworms, also oalled
eelworms.
Many nematodes are
Others may attack crops and
harmless.
Some species attaok
ornamental
plants.
the above-ground
plant parts, such as
But most
leaves,
stems, and seeds.
species feed on or in the roots.
Nematodes usually
do not kill
plants,
but reduce growth and plant health.
They may weaken the plsnt and make it
susceptible
to other disease agents.
9-4
The three main responses
diseases are:
All nematodes that are parasites
on
plants have a hollow feeding stylet
(specialized
mouthparts).
They use it
to puncture plant cell walls and feed
on the cell contents.
Nematodes may
develop and feed either
inside or
outside a plant.
of a host to
- overdevelopment
of tissue resulting
in galls,
swellings,
or leaf curls,
- underdevelopment
of tissue resulting
in stunting,
lack of chlorophyhl,
incomplete
development of organs,
etc., and
- death of tissue as in blights,
leaf
spots, wilting,
and cankers.
Development of Plant
Diseases
A parasitic
disease depends on the life
cycle of the parasite.
The environment
greatly
affects
this cycle.
Temperature and moisture are especially
important.
They affect
--
Plant
Diseases
We cannot always tell
one plant disease
from another by looking
at the symptoms
on the plant.
Because many diseases
produce similar
symptoms, we need other
evidence,
Identifying
the cause is the
best way to identify
the disease.
A
microscope is needed to see such things
as fungal spores, nematodes or their
eggs s and bacteria.
- the activity
of the
parasite ,
- the ease with which a plant
becomes diseased,
and
- the way the disease
develops.
The disease process starts when the
parasite
arrives
at a part of a plant
where an infection
can occur.
This
step is called Matlog.
If
environmental
conditions
are good, the
parasite
will begin to develop,
This
stage -- where the pathogen is aotive,
but the host is as yet unaffected
-- is
called &M&&&L
Invnaion
Is the
process of attaoking
and penetrating
living
host material.
L&@&g
occurs
when a food-based relationship
is
established
between the host and
pathogen.
Us&#@ begins when the host
to infection.
renponda adversely
9-5
SELF TEST
AH)
ANSWERS
9-7
1. A nonparaaitfo
plant
disease
a. a disease that
-. _.-. b. a disease that
another,
can be pa%s%d from oae plant to an&her.
oannot be passed from ohe plant to
-m--w
2. Which of the following
_.__
__-_I_
___
3.
Fungi
E
---
a.
b.
C.
d.
oause parasitic
plant
&i%w%e% --
nematodes
fungi
viruses
all of the above
are plants
that
--
a. have chlorophyll
b. live on other organisms
c, reproduos mstky by seeds
4. Which of these are required
--___
is --
a.
b.
o.
d.
before
a parasltio
di%%%se can develop
a susoeptible
host
a parasitic
agent
a favorable
environment
all of the above
5. Nematodes -_---
a.
b.
c.
d.
are all harmful
are easily diagnosed
usually
kill
plants
can reduce plant growth
6. Temperature and moistwe
parasitfo
diseases.
__
-
are r&
and health
f-tom
in the development
by insects.
such as aphids.
key
a. True
b. False
7. A nematode is -a. a nonparasltio
disease
-b. % one-celled
plant
-..-.- - c . a ssall roundwom or eelwom
8. Some plant
I_
___
diseases
may
be
carried
a. True
b. False
9-8
of
--
*
.
9.
Plant diseases pass through three stages.
z
-
a.
b.
c.
&.
Inoculation, incubation and Induction
Imubation, Invasion, and canpletlon
Inoculation, Incubation, and lnvaslon
Imxztiiation, frmubation and protection
10. Pathogens in&Me:
Z
-
a.
b.
c.
d.
They are --
Nemfiades
Fungi
Baoterfa
All of the above
g-9
1.
b
6. b
2.
d
7.
a
3. b
8,
8
I(.
9. 0
d
10. d
5.
d
9-10
.
A weed is any plant (i~%lUdlng
a tree!)
growing where it la not wanted.
Weeds reduce crop yields,
inoroests of pwlauotion,
and reduce
the
quality
ef crap and l$vesteok
preduota~.
In addition,
mxaa weedo cause skin
and OQRISare poisonous
to liVe8tOCk
and man.
Irritation
and hay fever,
Weeds harm desirable
-
planks
by:
competing for water, nutrients,
light
and spaae.
contaminating
the product at harvest,
and
harboring
pest inBoots,
mites, vertebrates,
or plant
releasing
toxic SUb8tarXes.
disease
agents
How well do you know lome @f the ~~~a that are important
in the use of
pesticides?
'feet your know&@&#3 rri: #Aem by writing
down the definitions
the terms below.
h *eak
y&.MarrclJlsD
refer to Cbe glarsary.
1. Decidwur
4. Herbicide
10-l
for
6. Translooated
7. Defoliant
8. Des&want
9. Allelopsthy
10-Z
.
DEVELOPMENTSTAGES
of
All plants have four
development:
stages
- seedling
plantlets.
vulnerable
-- small,
- vegetative
-- rapid growth;
production
of stems, roots and
foliage.
Water and nutrient
uptake
and movement is rapid.
- mature -- little
or no energy
production
or movement of water
nutrients.
and
- seed production
-- energy directed
toward production
of seed. Uptake of
water and nutrients
is slow and is
direated
mainly to flower,
fruit
and
seed strua tures.
Summer annuals are plants that result
from seeds that sprout in the spring.
They grow9 mature, produce seed, and
die before winter.
SOME COHMONFEATURES OF WEEDS
To control
something
important
their life
weeds, you need to know
about how they grow,
An
feature
is the length of
cycle.
Plants with a l-year
annuals.
They grow
and produce seed for
generation
in 1 year
life
cycle are
from seed, mature,
the next
or less,
Winter annuals are plants that grow
from seeds that sprout in the fall.
They grow, mature, and die before
summer.
lo-3
During the winter,
they may lose their
foliage
and the stems of others may die
baok to the ground.
Some grow from
seed. More often reproduaing
by
tubers,
bulbs, rhizomes (below ground
rootlike
stems) or, stolons
(above-ground
stems) that produce
roots.
Established
perennial
weeds are more
dlffioult
to control,
with herbicides,
beoause of the large reserves of stored
energy in the root system that can
support life
after treatment.
rhlamer
ml
sto1onr.
Plants with a a-year life
cycle are
biennials.
They grow from seed and
develop a heavy root and compact
cluster
of leaves the first
year.
In
the second year they mature, produce
seed, and die.
Siaplo perannlrls
mramlly
reproduce by rmdr.
But root
pleoe8 mry produoe new
plmt8.
&itbUJS ~rWUlis;lS
may reproduce by
SC&, bublets, Or
bulbs.
Plants that live more than 2 years1 and
may live indefinitely,
are perennials.
lo-4
’
.
year in both hardwood
species.
Terrestrial
Plants
Pest plants on land
sedges, broadleaves,
Aquatic
include grasses,
and woody plants.
Plants
Aquatic plant pests
plants and algae.
*asses.
-- Grass seedlings
have only
one leaf as they emerge from the seed.
Their leaves are generally
narrow and
Most
upright
with parallel
veins.
grasses have fibrous
root sy:jtems.
The
growing point on seedling grasses is
sheathed and located below the soil
Some grass species are
surface.
annuals; others are perenni.als.
Vascular
include
vascular
Plants
Many aquatic plants
plants having stems,
Most act
and roots.
plants - dying back
dormant in the fall
growth in the spring.
generally
classified
se_Qges. -- Sedges are similar
to
grasses
except that they have
triangular
stems and leaves in whorls
of three.
They are often listed
under
greases on the pestiaide
label.
Some
herbicides
control
grasses are weak on
sedges.
and conife!
are similar
to land
leaves,
flowers,
as perennial
and becoming
and producing
new
They are
as:
- emergent (emeraed) -- most of the
plant extends above the water
surfaoe.
Examples are cattails,
bulrushes,
arrowheads,
and reeds.
- floating
-- all or part of the plant
floats
on the surface.
Examples
are
waterlilies,
duckweeds,
waterlettuce,
and waterhyacinth;
Boadleavey.
-- Broadleaf
seedlings
have two leaves as they emerge from the
seed. Their leaves are generally
broad, with netlike
veins.
Broadleaves
usually
have a taproot
and a fairly
All actively
coarse root system.
growl.ng broadleaf
plants have exposed
growing points at the end of each stem
Perennial
and in each leaf axil.
broadleaf
plants may also have growing
points on roots and stems above and
below the aurfaoe of the soil..
Broadleaves
can be speaies with annual,
h I ccnnj 411, urNI yol*erlnl nl ‘I 1fl. rlyrll~rl,
- aubmergent (submersed) -- all of the
plant grows beneath the water
surf ace. Examples are watermilfoil,
elodea, naiads, pondweeds and
coontails.
Emergent and floating
plants,
like some
land plants,
have a thick outer layer
on their leaves and stems which hinders
herbicide
abaorptlon.
Submergent
~rlafrt,a hnvel I4 VlII’y ttr.fri !llll.~~l~ Iny-I’ ‘PII
their leaves and sterna and oo are vul*y
susceptible
to herbicides.
handwood and
JiQQdY-Plants.
-- Includes
conifer
species.
Handwood species are
usually
broad leaf and deciduous.
The
plants are normally dormant during the
winter,
although root growth may begin
before the leaves appear in the
spring.
Root growth may also continue
past leaf drop in the fall.
Conifers
have needle or scale-like
leaves and
are usually
evergreen,
with foliage
persisting
for 2 or more year-s.
Active
growth (photosynthesis)
can occur
during mild periods throughout
the
winter months.
Cambial growth lays
down a new layer of woody mat,erJal each
Algae
Algae are aquatic plants without
trut?
stems, leaves, or vascular
systems.
For control
purposes, they may be
classified
as:
- plankton
algae -- microscopic
plants
floating
in the water.
Many multiply
rapidly
and cause “blooms” in which
the surface water appears soupy
green, brown or reddish brown.
10-5
- filamentous
algae -- long, thin
strands of plant growth that form
floating
mats or long strings
extending
from rooks, bottom
sediment, or other underwater
surfaces.
- a macroscopio freshwater
algae -large algae that look like vascular
aquatic plants.
Many are
to the bottom and grow
attaohed
tip to 2 feet tall;
however, they have
no true roots, stems, or leaves,
10-6
SELF TEST
AND
ANSWERS
10-7
1:
Match the following:
---
--__
-.- -2.
a. Lives for
b. Sprouts in
and lives
ce Lives for
d. Sprouts in
liven for
Plants that often
are called :
______a.
____ b.
c.
--_ __ d.
3.
several years
the spring
for 1 growing season
2 years
the fall
and
1 growing 6eason.
reproduce
from tubers,
1.
2.
3.
4.
bulbs,
Biennial
Perennial
SumnJer annual
Winter annual
rh.i.zomes,
or stolons
Annuals
Biennials
Perennials
Summer annuals
A pesticide
used to control
brush and trees:
( ____ a. Avicide
b. Piscicide
c. Silvicide
-4.
As a rule perennial
weeds are more diffioult
annual. weeds bccauoc --
to control
with
herbicides
in the spring than do perennial
_- a. Annual weeds start growth earlier
weeds.
__
b. Perennial
weeds are not sensitive
to most pestioides.
weeds have large reserves of stored energy that can
-- -.- c. Perennial
support life
for a while after treatment.
5.
Seedlings
--_--
6.
'I
that
have only
one leaf
as they emerge from the seed:
a. Broadleaves
b. Grasses
c. Woody plants
Plants that grow from seed, mature,
in 1 year or less are:
and produce
.- - a. Perennial
-_
b. Annual
- .-.- c. Both of the above
10-8
sec:d for
a new generation
than
7. The direct
chemical. that
_- .-__ a.
-.--- b.
_. -.- c.
__.._ d.
8.
or indirect
effeot of one plant on another through
affect
the growth of the other plant is called:
Stm:tlar to grasses
leaves --
Seedlings
that
except
that
they have triangular
stems and three
c plant:;
have two leaves
as they emerge from the seed --
___ __ a. Broadleaf
_ _._ b. Grasses
-- .._ c. Sedges
10. Match the following
on aquatic
--- -_ a. All or part of
____ b. Grows beneath
c. Aquatic plant
--d. Most of plant
--.-
‘:f
i
Allelop:: thy
Cambral growth
Germination
Translocation
._ ._ a. parasitj
-- -- b. algae
c. sedges
-_.
9.
the productioo
plants
-
the plant floats
the water surface
without a vascular
system.
extends above water surface
lo-9
1.
2.
3.
4,
Submergent
Floaters
Emergent
Algae
whorled
lo.
b,
2
3
6.
:
7.
2.
0
a.
3.
c
9.
4,
0
5.
b
lOa,
b. 1
c. 4
d. 3
C.
d.
10-10
YENXBRATE PESTS
All
animals have a jointed
backbone.
They include fish,
snakes,
alligators,
lizards,
frogs, toads, salamanders,
birds and mammals.
Vertebrate
pest:i are sinlply animals whose presence or activities
conflict
with human interests
and well-being.
What may be a pest animal
in some situations
may be a highly delrirable
animal in others.
vertebrate
turtles,
How well do you know some of the terms that are important
in the use of
pesticides?
Test your knowledge of them by writing
down the definitions
for the terms below.
To check your answers, refer to the glossary.
1.
Vertebrate
2.
Predacide
3.
Habitat
5.
Mammals
6.
Avic:Ide
11-1
7,
Reptiles
8.
Rodent
9.
Rodenticide
10.
Piscicide
11.
Ecosystem
11-2
C.
DJSC-
Moat vertebrate
animals are not peats.
Many are a necessary and an enjoyable
part of our environment.
A few
vertebrate
animals can be peats in some
situations.
Some, auoh as birds,
rodents,
raccoons, and deer, may eat or
injure
forest trees, cropa, and
ornamental
plants.
Birds and small
mammals
may eat newly-planted
seeds.
Birds and rodents consume stored food,
but often
contaminate
and ruin even
more than they eat.
Birds and mammals
such as foxes and coyotes,
prey on
livestock
and poultry.
In forestry
reforestation
activities,
clipping
and
browsing
of regeneration
seedliq$
by
rabbits,
pocket gophers, deer, and elk
are often serious problems.
REPTILES AND AMPHIBIANS
Reptiles
(snakes, lizards,
turtles,
and
and amphibians (frogs,
toads., and salamanders)
may cause local
Although they may cause
grobbem.
little
damage, many people dislike
or
can
hew them. Snakes and turtles
create many problems in fish hatcheries
or waterfowl
production
areas.
rlli(tator8)
FISH
People have caused most fish problems
by putting
some species where they
normally would not have been. We
consider some fJ sh to be undesirable
because they are not useful for sport
some undesirable
or food.
Moreover,
fish
compete with more desirable
species.
Some fish are intermediate
hosts for parasites
of man.
BJRDS
Bird damage is usually
quite varied.
It includes
-- structural
damage by woodpeckers,
- destruction
of feed, fruit,
nut,
grain,
timber,
and vegetable
crops
seed- and fruit-eating
birds,
- hazards to animal and human health
caused by diseases spread by birds
such as pigeons and parakeets,
- annoyance caused by birds roosting
or near dwellings.
11-3
by
in
Control of bird pests requires
highly
specialized
knowledge and techniques.
Nany birds are proteoted
by State and
Federal laws and regulations.
Contact
your county agent before you undertake
any bird
control
program.
MAMMALS
Damage by mammals is rather varied.
Some cause serious health problems to
livestock
and humans. Diseased mammals
may transmit
to humans diseases suah as
rabies,
plague, food poisoning,
and
tularemia.
Killing
of mammal3 is
costly and in some instances,
controversial.
Some damage fruit ,
vegetables,
nut, grain,
range and tree
crops,
The damage they do to dams and
ditches can be very costly.
Mice and
rats cost millions
of dollars
in damage
each year4 How do you tell what mammal
caused the damage? You can eliminate
some suspects if you know -- which animals are found in your part
of the country,
- what kinds of places they live in,
and
- what their habits are.
Exaeptions
to this general rule are
made for rats and mioe, which are
usually
overwhelmingly
detrimental.
Wild mammal and bird population3
are an
important
part of our natural
ecosystem,
but at times individuals
of
a certain
::pecies can trespass on
human Interests.
When a rabbit
damages garden crop3 ( shrubs, or
trees,
it becomes a pest.
When a
ooyote or domestic dog kills
sheep, jt
hft~ofms a l.J abi1.l t.y. We rlhoul d k+tqJ
in mind that any control
direotrctl al.
one regment of the ecosystem oan have
For
effects
on other components,
example, intensive
predator
control
may lead t&s mt
rabbit
and
rodent problems.
The se1 ective control
of problem pests, or preventing
damage
by nonlethal
means tends to minimize
effects
on the total
eoosystem.
State and local laws may prohibit
the
trapping
and killing
of some animals
such as birds,
ooyotes, muskrats, and
beavers, unless you have a special
permit . Always check with local
authorities
before beginning
a control
program.
Methods of vertebrate
pest control
include mechanical control,
sanitation,
These methods
and ohemioal control.
are reviewed in the following
sections.
Meohanloal
control
methods include
traps, barriers,
gunning,
attractants,
and repellents.
Animal signs ( tracks,
droppings,
toothmarks,
diggings,
burrows, hair,
and scent) plus the type of damage will
give you more clues.
CONTROLLING VERTEBRATES
The objective
of any animal damage
control
program should be to oontrol
the damage and should be limited
to
offendI.ng
pests or particular
groups
not to the species as a whole.
Traps
-Traps arc often
used in vertebrate
pest
control.
traditionally
nonselective
animals.
location,
pests are
always be
Sanitation
Leg-hold traps have: been
used, but such trap6 are
and often injurt! nontarget
Traps which, by design or
quickly
kill
only target
IDoro drsirable.
Traps should
checked daily.
Removing sources of food and shelter
can help to suppress some vertebrate
pests.
Sanitation
techniques
are more
often used to oontrol
rodents in and
around homes, institutions,
reatouranta,
food-processing
facilities,
and other related
areas.
Barriers
Barriers
are designed to prevent pests
from passing through.
Exa~pi08
itEclud@
fences, screens e and other bmriers
that cover openings,
stop tunneling,
Materials
used
and prevent gnawing.
are sheet metal, hardware cloth,
concrete,
expanded nletal , etc.
This
approach is oftan l ffeotivo
in oOntl3&
of rodents,
bata,
and birds
in
structures.
Gunning
1 Control
Pesticides
for rodent pest control
usually
are formulated
in baits.
The
chemicals can be toxic in sufficient
amount6 to humans, livestock,
and
other
animals.
Therefore,
correct
bait
plsoa8ont
is Important
to control
the
peat wkils
protecting
nontarget
SpWlOB.
Thorough knowledge of the
pea’s
habits
is important.
(Shooting)
Gunning, though selectiva,
and time consuming.
It
combination
with other l
Gunning will ofton take
predators
not controlled
toxic devices.
Cou puticldas
are available
for
pest oontrol,
and
luql raqulra
special,
local
rmoqeraltr.
The pesticides
that are
t%gt#kred
for this purpose are usually
used aa bait applications.
m&uwdent
i:+ a%pOn&v~
works hart
b
WW&.
““. I’“”
larger
by traps
or
vertebrate
It is possible
to use a broad-spectrum
pesticide
(a pesticide
having an effect
on several
species) selectively;
however, knowledge of the chemical
anti
area’s vertebrate
species, along with
their habits,
is necessary.
The
program should also be carefully
supervised.
Attractam
Techniques such as light
and sound are
used to attract
pests to a trap.
Predator calling
is Yometimes a part of
gunning efforts
against larger
predators.
The chemicals used to control
vertebrate
pests include rodenticides,
plsoiaides
(fish),
avicides
(birds),
and predaoideo
(predators).
An
integrated
pest management approach Js
usually
necessary for vertebrate
pest
oontrol,
These materia1.s inolude a vut*foty of
devices deslgned to keep pests frow
doing damage. Automatia exploders,
noise-makers,
recordings
of L;c8ra
calls,
moving objeots,
and 1 i.ghtr are
some of the repellents
usrd.
Another
category of repellants
is tht? nontoxic
chemicals.
These produce an
undesirable
taste, odor, feel,
or
smell.
These may be applied to forest
seedlings
and other crops to protect
from vertebrate
pests.
11-5
*
.
,
SELF TEST
AND
ANSWERS
11-7
1. Check a single
feature
that
distinguishes
or separates
all
vertebrates
a. They lay eggs
b. They bear live young
- .-..- c. They are mm bloodsd
d. They have baakhones
-I
--
2. Mont pestiafdrs
mntroJ 1@de
___
are towio only
z
-
--
a.
b.
c.
d.
a.
b.
0.
d.
rrsul,t&ng
in L-
oontrolllng
natural
IL wild rnfml
systems
when St --
a. poses a pub110 hqalth t&w&t
b. oauses serious eootmPo lossen
ct. beoomes
d. all
6. Most ffsh
an unbearabxo
nm1isam6
of the above
problems have been oaured
a. Nature
b. Birds oarry%.l& fish
0. People
7. Many birds
_
__
methods am t&u
Least negative improt oa relat6d
All of the above
-
--
animal --
Maximum effect
on the problem rspeoiea
Minimum reduation of no&e problra! upsoies.
-
--
be*
Bluegill
fish
Coyote
Rattlesnake
Honey bee
5. We should aonaider
___
ape&s
is not a verbebrate
4. The most fc !*:.Lble oontrol
-
the
a. True
b. False
3. One of the following
-
to
are proteoted
a. True
b. False
by --
e#@!
by State and Federal
laws end regulations.
--
8. Match the following:
--.--__
-_.
____
a.
b.
c.
d.
e.
f.
Avl.cide
Reptile
Habitat
Predator
Predacide
Piscicide
1.
2.
3.
4.
5.
6.
9. When trying
to identify
you should know -__
--.---.----
a.
b.
c.
d.
e.
10. Increased
a specific
Feeds on insects and animals
Place where an organism lives
Used to control
birds
Used for control
of predator
Controls
fish
Snakes, turtles,
and lizards
mammal that
the animals that live in your area
the kinds of places in which they live
their habitat
their signs, such as tracks,
dropplngs,
all of the above.
predator
a. decreased
.----- b. Increased
--- -- u. no affect
control
often
leads
la oausing
toothmarks.,
to --
rodent and rabbit
problems
rodent and rabbit
problems
on the rodent and rabbit
problems
11-9
damage,
etc.
1.
d
7.
2.
b
8a,
b.
oa
d.
2
1
::
:
3.
d
4.
d
5.
d
6.
c
a
3
6
9.
0
10.
b
Many of the words defj.ned here have additional
meanings.
here are related
to pesticides,
pests, and their oontrol.
Absorption
--
Acarlcide
Adaptation
---
Adjuvant
A pesticide
used to kill.
The adverse
effeats
mites,
spiders,
from a one-time
exposure.
A substance added to a pesticide
formulation
or spray to
make it work better.
Examples : surfactant,
emulsifier,
penetrant,
spreader,
wetting
agent, drift
agent.
Also
called an additive.
Adaorpt i on --
The process by which a material
is held
surface of a soil partiole
or mineral.
organic soils have a tendency to adsorb
Compare this term to absorption.
Allelopathy
The direct
or indirect
through the production
of the other plant.
Avicide
Benign
--
--
A harmless
Rioaccumulation
Biochemical
Bioconcentration
so that the effect
effects.
A pesticide
used to control
pest birds.
to only repel birds,
not kill.
Lumor
--
--
Usually
is
designed
growth.
The storage of a chemical in some storage
body, e. g. body fat, bone.
A chemical
or bound to the
Clay and highly
pesticides.
effect
of one plant on another
of chemicals that affect
the growth
Two or more things acting together
less than the sum of the individual
--
Cancel 1ed --
and ticks.
The process whereby repeated exposures to small amounts of
a chemical make the platn or animal tolerant
of very much.
--
Antagonism
given
The process by whioh a pesticide
is taken into a plant,
animal, or the soil.
plant absorption
is through the
leaves, stems, or roots;
animals absorb through the skin,
mouth breathing
organs, stomaoh, or intestines.
Compare
this
term to adsorption.
--
Acute toxicity
The definitions
that
can be used by a living
depot
in
the
organism.
-- The process in which a pesticide
becomes concentrated
in
plants or animals.
The ahemioal lnoreases
in concentration
at each sucaeeding link in the food chain.
A pesticide
or use that is no longer registered
as a legal
use by the Environmental
Protection
Agency.
Remaining
stocks can be used by order of the Administration,
EPA.
Gl
c
Crur~inogen
--
An agent
that
oaueee oanaer.
Cat-cl nogenc?aJ 8 --
To give
Carbamate --
A family of pesticides
which are chemically
similar.
all attack a pest in the same way. Examples inolude
oarbaryl
(Sevin) and oarbofuran
(Furadan) .
Certified
applicator
--
Chfm i cnl
Chronic
nmfj
rise
to oanoers.
%?~ey
An individual
who is oertified
to use or supervise
the uscS
of a restricted-use
pesticides
oovered by her/his
certJfioatlon.
A fiolantJfio
namrt forthe active j.ng.,*edient In H psotlcidr!
l.hr~I~ I denti fies the chamloal , its r.~t~po~j t,Jon ~td/or*
structure.
--
-- The adverse
toxicity
efeots
from many, many repeated
exposures.
Common name --
A simple name (compared to the ohemloal name) of a
pestioide
aocepted by the Pestloide
Regulation
Division
olt
EPA. A pestioide
with two or more brand names may have the
same oommon and ohemioal names,
Compatible
Two or more pesticides
are said to be compatible
if
can be mixed, and one does not affeot
the properties
other
--
Contaminate
Corrosive
Coverage
Deciduous
--
To make impure or to pollute;
material,
suoh as a pesticide,
--
--
The spread of a pestiuide
plant
--
--
A plant
Desiccant
--
--
that
lives
two
over an area.
or more
years
and loses
its
leaves
the winter.
A pesticide
that onuses the leaves of a plant TV fall
without killing,
or immediately
killing,
the plant.
Generally
used to facilitate
q eohanical
harvesti%.
CQMpare
Degradation
the addition
of an unwanted
where it is not wanted.
A substance that usually
oontains a strong acid or base
types of
which may burn the skin, eyes , and damage certain
spray tanks and other equipment.
during
De%01iant
they
of tks
t0
off
DeSiCOant.
The breakdown of a complex ohemical into a less complex
form; this process can result
from the action of micr*obt?su
or other agents.
water, air, sunlight,
A pestioide
that promotes removal of moisture from plants
or insects.
Desicoants
are used mainly for preharvest
drying of aotively
growing planta.
02
t
Refers to the rate for a given area in pesticide
application.
Also, used as a consistent
measure in testing
to determine acute and chronic toxicities.
Dosage is
usually
expressed in milligrams
per kilogram
(mg/kg) or
parts per million
(ppm).
Dosage --
Dose-time
relationship
Drift
--
--
The combination
of how much ohemjcal
how often the exposure occurs.
The movement of a pesticide
wind and air currents
from
intended for treatment.
Economic
threshold
--
one is exposed
to and
spray or dust particles
by
target area to an area not
the
It is a point in pest infestation
where the application
of
control
measures would return more money than the cost of
the control.
Ecosystem --
The interaction
their nonliving
Emulsion
A mixture in which one liquid
is suspended (mixed up) as
minute droplets
in another liquid.
Example: oil in water.
Compare to invert
emulsion.
--
Environment
--
EPA registration
number-Food chain
Foreign
of the living
environment.
Our surroundings,
including
people and other
animals,
exist among them.
organisms
of an area and
water, air, land, plants,
and the interrelationships
A number assigned by EPA to a pesticide
when it is
All pesticide
labels must display
this
registered.
--
that
number.
A phrase that describes how all living
organi:ms are linked
together
and depend on each other for food.
Example:
Plant eaters,
plant and meat eaters,
or meat eaters.
ahemical
-- A chemical
that
cannot
be used by a living
organJ.am.
The pesticide
product which may contain one or more active
ingredients,
a oarrler,
and other additives
required
to
make It ready for sale.
Fungi tide
--
A pestJcJ.de
used to kill
CPA (g.p.a.1
--
Gallons
per acre.
CPM (g.p.m.1
--
Gallons
per minute.
Germination
--
Beginning
seed.
of growth;
fungi.
as the beginning
C-3
of growth
from a
Habitat
--
Herbicide
The physical
--
A pestlolde
Host --
The plant
Ingest
--
place
where an organism
used to kill
affected
by a pathogen
In the establishment
The precesses involved
a host organlsm.
Inorganic
--
Those compounds that
--
Inversion
A pesticide
--
(kg)
used to prevent
the
of a disease
carbon.
or destroy
IlW!
insects.
---
The water is diapersed
in the oil rather
the water..
Example is salad dressing.
A unit of weight in the metric
pounds.
1 kg equals 1~000~000
than the oil
system equal
in
to about 2.2
--
Printed teohnical
information
about a pesticide
that
attached to or printed
on the pestici.de
container.
Larva
--
A young, growing inseot in the stage of its life
that
starts when it hatches from an egg and ends when it
In this early stage, the immature
develops into
a pupa.
insect is wormlike or grublike
and usually
does not look
Many insects cause most or all of their
like an adult.
damage as larvae.
LC 50 --
An expression
of acute inhalation
toxicity.
lethal
dose for 50 percent of animals tested.
LD 50 --
An expression
of acute
oral and dermal
lethal
dose for 50 percent of animals
--
toxicity.
It
is
means
It
means
tested.
The movement of a substance downward or out of the soil
the result
of water movement.
g-4
-WV
mgs.
Label
Leaching
in
A condition
resulting
when the te!.perature
increases with
A normal condition
elevation
from the earth’s
eurfaoe.
without
an inversion
is when the temperature
deoreases with
elevation.
During an inversion,
the air does not rise or
rises very slowly from the earth08 surfaoe”
Emulsion
Kilogram
do not contain
way takf? into
A 11l1111
I J ) IIJVI!l’l,o~r”ll,r’
llrlIIlltll
w.ll.11 I ll1’1W bwly IT)r, Illlln
six jointed
legs; may have twoI Pour, or no wings.
Insecticide
Invert
plants.
in a disease.
or in some other
--
--
utnvanted
To eat, swallow, drink,
digestive
system.
Infection
[llr!fvtl
or inhibit
lives.
as
Liter
A unit of volume in the metric
more than one quart.
--
Low volatile
pesticide
-Malignant
A pesticide
that
temperatureis.
tumor --
Mammals ---
(mg) --
A unit
equals
--
Molluscicide
--
Mutagen --
chemcial.
Nematjcjde
--
level
mites.
A pesticide
used to kill
and oontrol
that
One-hundred-fold
mal’gj n-of-safety
--
young with
hair.
milk;
rise
Most often
to ohanges
about 28,500
1 kg.
slugs
39.37
mg
and snails.
(mutations).
made by natural
processes.
a soil
used to kill
fumigant
A synthf:tic
rubber often
offer protection
against
spray hoses.
--
to about
ohanges the DNA struoture.
nematodes.
used to make gloves and boots that
for
most pesticides;
also used
Any 1evc.l of chronic exposure to a chemical that
no observable
adverse effeot
in test animals.
The early stage In the development
not have a larvae stage.
Nymph --
Organic
used to kill
-- A chemical
Naoyr~eno --
No-offoct
at normal
system equal
A pesticide
To give
--
in the metric
of weight in the metric system;
l,OOO,OOO mgs equal
one ounce,
An agent
Mutagenesis
Natural
quickly
A cance!‘.
A unit of length
inches.
Milligram
to a little
A change in the shape, form (or structure),
and size of an
insect from the egg through the larvae and pupa to the
adult.
--
Mitioide
does not evaporate
Warm-blooded animals that nourish their
their skin Js more or less covered with
Metamorphosis
Meter
system equal
-- The safety factor
to humans.
Compounds containing
given
humans when translating
carbon.
C-5
of those
produce:!
Insects
that
animal
do
data
Organochlorines
--
Organophosphates
Orifice
--
A family of pesticides
whioh
all contain chlorine.
They
as compared to rarbamates or
include chlordane,
lindane,
are chemically
similar
- they
are generally
very persistent
organophosphates,
Examples
and DDT.
-- A family of pesticides
which are chemically
similar
- they
al.1 contain phosphorous.
They are generally
less
persistent
than the ohlorinated
hydrocarbon
family,
They
act by Inhibiting
a blood chemioal called cholinesterase.
Examples include malathion,
Diazinon,
and parathion,
The opening In a nozzle tip through wh.i.ch a liquid
forced out as a stream or bro&en into a spray.
Any diseauo-producl
parasites.
Penetration
--
The ability
entering.
ng ol*giln 1::m.
to get through
Mo:tt
leaf,
g:dt.tqp?n:+
stem, etc.;
Perennial
--
A plant that normally
lives
Examples: Shrubs and trees.
Pesticide
--
A chemical substance,
compound, or other
control,
destroy,
or prevent damage by,
something from, a pest.
Phytotoxicity
--
Piscicicle
Pups --
(injurious)
the process
of
more than 2 years.
agent
or’
used to
protect
to plants.
used to kill
fish.
A chemical that is aoutely toxic
(LD 50 of 50 qg/kg or less)
--
Predacide
Barmful
A pesticide
--
Potable
Predator
UK*F
A measurement scale
used to express the acidity
or
alkalinity
of a solution.
Examples: a pH of 7, the value
for pure distilled
water, is regarded as neutral;
a pH of 1
to 7 is in the acid range;
and a pH of 7 to 111 is in the
alkaline
range.
pn --
Poison
for
is
water
---
--
Water that
A pesticide
is suitable
in very
and intended
used tc, cop?!roi
for
vertebrzte
An insect or other animal that attacks,
destroys other insecta c;r animals.
small
quantities.
human consumption.
predator
feeds
pests.
on,
and
The resting
stage of many insects.
Hany pupae 3pend thi.3
period in cocoons, from which they r!merge a3 adulta.
G-6
Registered
peoticj des --
Reptiles
A pesticide
Protectjon
container.
Vertebrate
animals that are cold-blooded
and possess scaly
Examples: snakes, turtles
and lizards.
skin.
--
Residual
pesticide
A pesticide
remaining
in the environment
for a fairly
time; the pesticide
may continue
to be effective
for
weeks, or months.
--
Residue -Restricted
pesticide
use
--
A pesticide
that
FIFRA (Amended),
applicator.
A root-l
Rodent --
Any animal
squirrel.s,
Rodenticide
--
ike,
A pesticide
has been classified,
under provisions
of
for use only by an appropriately
certified
underground
Sensitization
--
words --
The process
something.
in the order Rodentia.
Examples : rats,
beavers, woodchucks and gophers.
used to kill
or
mice,
rodents.
repel
by which a person
--
to
and VautiorP
(for low order toxicity).
The symbol
::kull and wossbones must appear on the labels of
highly
toxlo pesticides
“Danger-Poison”
1.
--
becomes allergic
Words that must appear on pestioide
labels to show how
toxic the pesticide
is.
The signal words are: “DangerPoison” (for h.ighly toxic),
“Warning”
(for moderately
toxic),
of the
Solution
stem.
Rebuttable
Presumption Against Registration.
A process
used by EPA to Identify
pesticides
that present
Qnreasonable
adverse effects
on the environment.”
RPAR --
Silvicjde
long
days,
The amount of pesticide
that remains on or in a crop or
Residues are
animal or on a surface after treatment.
usually
measured in ppm (parts per million).
Rhizome --
Signal
that is approved by the U.S. Environmental
Agency for use as stated on the label of the
A pesticide
used to kill
(along
with
unwanted
the words
brush and trees.
A combiration
of one or more substances with a liquid
in
which the ingredients
are completely
dissolved
without
changing their chemical characteristics.
These will not
settle
out
or separate in normal use. Example: sugar
dissolved
in water. Compare with Emulsion and Suspension.
Stage
of
development
_-
Time
iadd
period
in its
stages
Stolen
-*.
Stylet
--
during
the growth
from newborn
Example:
An insect
goes through
growth
from and egg to an c?dul.t~; the
of development.
A horizontal
branch
from the base ol’ a plant..
A stolen
produces
new plants
from buds at 11s t,ips also celled
a
nrunnern.
A small,
stiff,
hyperdermic-like
strltcture
used by
nematodes
to pierce
plant
or ardml
i.iaaue
for
the purpose
of feeding.
~‘,uffJcient
Sstaallenge
The theory
--
that exposure
may stimulate
making the body
chemcials
thereby
Surfactant
--
Suspended
stranger.
the ewul.M’ying,
a pesticide,
dispersing,
A pesticide
that is no longer
legal;
the rewnJ.ni.ng
stocks
Compare to Q’Cax~cell~:dw, which Is less
cannot
be used.
Also to describes
particles
that. arca disgerszd
or
severe.
heid but rot dissolved
in a liou1.d.
--
A pesticide
A:oJ.id particles
and Solution.
--
fornulatjon
dispersed
The width
of ground
trip
across
a field
Synergism
to very small amoml,~
of EoreJgn
th~3 hody t ,s d~ense
meohanl szs,
An adjuvant
used to improve
and spreading
properties
of
--
Suspension
Swath
egg to
many changes
periods
between
OK'
thood.
--
When the combined
greater
than the
cons3:.:t:Irsg
o5 very finely
divided
in ;I I Jqui 11. Compar*e tcu Emulsion
covered
or other
action
of
by A spr ryer when
treated
area.
it
of two or rn~~re pesticides
their
in~divlllual
activity.
sum
makes one
iu
Synthetic
chemical
--
A chemical
Systemic
--
A pesticide
that is taken up by one !XU% of a plant
or
animal
and moved to another,
section
where it acts against
a
pest.
Fxmgle : ;i sy::tf*mJc
insecticsitle
can bs applied
to
the soil,
be taken up by a plant”s
roots,,
move into the
and then contraol
Irma!. :.z bfh*?~i t;hey f’(\c-d on thrn
Icaves,
1 I?a v 6’R ,
Teratogen
--
Teratogenesis
Thresh01
d --
An agent
--,
To give
made in
that
rise
the
laboratory
mal.forared
produces
to malformed
The highest
no-effect
1 ine between
no-effect
babies
or
oft‘;
industri.al
apt*ings
e
(w~or~:>LersJ.
level
of“ a chew iical.
and effect
Je\Jflls
of
68
plant.
The djviding
:I chemical.
Tol.erarv?e --
The maxi num amount of pesticide
that may remain jn or on
raw agr2cultural
products at the t,l.me of sale.
Al so, the
ability
of an organism to withstand
unfavorable
conditions,
such as pest attacks,
extreme weather,
or pesticides.
Toxicology
The science
--
Trade name --
Vector
plant
--
Volatile
Volatility
One that moves within
entered by some path.
translocated.
--
A plant
phloem,
A Carrie!,,
Vertebrate
----
studies
the harmful
effects
of chemicals.
Same as brand name. The name given to a pesticide
manufacturer
to identify
the product.
Translocated
pesticide
--
Vascular
that
that
that
a plant or animal after it
Systemic pesticides
are
has specialized
conducting
convey water and food.
such as an insect,
that
An animai with a bony spinal column.
fish,
bil.ds, snakes, frogs or toads.
Evaporates
at ordinary
Describes
evaporates
how quickly
at ordinary
temperatures
cells,
transmits
by the
has
xylem,
and
a pathogen.
Examples:
when exposed
mammals,
to air.
and easily
a liquid
or solid
temperatures
when exposed to air.
c-9